Educational achievement and bullying

The mediating role of psychological difficulties

Bibliographic Data

ID5263283
AuthorsDaráine Murphy (0000-0001-6400-7410, University College Dublin Dublin 4 Ireland), Stephen J Leonard (0000-0002-2846-5366, University College Dublin Dublin 4 Ireland, corresponding author), Laura K Taylor (0000-0002-2353-2398, University College Dublin Dublin 4 Ireland), Flavia H Santos (0000-0003-2592-9038, University College Dublin Dublin 4 Ireland, corresponding author)
Year2022
Volume92
Issue4
Pages1487-1501
Publication date2022-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12511
PMID35596589
OpenAlexW4281252678
LanguageEN
Citations received11
References cited80

BackgroundBullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship.AimsThis study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by psychological difficulties at age 13.SampleSecondary data analysis was completed on waves 1, 2 and 3 of child cohort (Cohort'98) of the Growing Up in Ireland (GUI) study, respectively, at 9 years (N = 8568), 13 years (N = 7527) and 15 years of age (N = 6216).ResultsLongitudinal path mediation model was conducted with bullying at age 9 as the predictor, total (emotional and behavioural) difficulties at age 13 as the mediator and Numeracy/Literacy scores at age 15 as outcomes revealing significant indirect effects of bullying on achievement, via psychological difficulties.ConclusionsWe discuss the impact of bullying on the student's psychological well-being, the relationship between bullying and academic attainment and how this may be tackled to avoid consequences throughout education and later in life.Educational Impact and ImplicationsThis study emphasizes the need for schools to address the emotional and behavioural difficulties occurring as a result of bullying in order to improve the overall educational experience of a child. Existing interventions can be built upon by focusing on the continuous remediation of such psychological difficulties

Academic achievement · Developmental psychology · Literacy · Mediation · Path analysis (statistics) · Psychological intervention · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology

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