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Direct and relational bullying among primary school children and academic achievement
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Woods, Sarah and Wolke, Dieter (2004) Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, Volume 42 (Number 2). pp. 135-155. doi:10.1016/j.jsp.2003.12.002 ISSN 0022-4405.
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Official URL: http://dx.doi.org/10.1016/j.jsp.2003.12.002
Abstract
The association between bullying behaviour and academic achievement was investigated in 1016 children from primary schools (6–7-year-olds/year 2: 480; 8–9-year-olds/year 4: 536). Children were individually interviewed about their bullying experiences using a standard interview. Key Stage I National Curriculum results (assessed at the end of year 2) were collected from class teachers, and parents completed a behaviour and health questionnaire. Results revealed no relationship between direct bullying behaviour and decrements in academic achievement. Conversely, higher academic achievement at year 2 predicted bullying others relationally (e.g. social exclusion at year 4). Relational victimisation, Special Educational Needs (SEN), being a pupil from a rural school or small classes and low socioeconomic status (SES) predicted low academic achievement for year 2 children. Findings discount the theory that underachievement and frustration at school leads to direct, physical bullying behaviour.
Item Type: | Journal Article | ||||
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Divisions: | Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Health Sciences > Mental Health and Wellbeing Faculty of Science, Engineering and Medicine > Science > Psychology Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School |
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Journal or Publication Title: | Journal of School Psychology | ||||
Publisher: | Pergamon | ||||
ISSN: | 0022-4405 | ||||
Official Date: | 2004 | ||||
Dates: |
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Volume: | Volume 42 | ||||
Number: | Number 2 | ||||
Page Range: | pp. 135-155 | ||||
DOI: | 10.1016/j.jsp.2003.12.002 | ||||
Status: | Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Restricted or Subscription Access |
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