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Educational Achievement and Bullying: The Mediating Role of Psychological Difficulties
Date Issued
2022-12
Date Available
2022-07-12T11:34:44Z
Abstract
Background: Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. Aims: This 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. Sample: Secondary 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). Results: Longitudinal 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. Conclusions: We 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 Implications: This 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.
Sponsorship
University College Dublin
Other Sponsorship
Open Access Funding provided by University College Dublin within the IREL Agreement
Type of Material
Journal Article
Publisher
Wiley
Journal
British Journal of Educational Psychology
Volume
92
Issue
4
Start Page
1487
End Page
1501
Copyright (Published Version)
2022 The Authors
Language
English
Status of Item
Peer reviewed
ISSN
0007-0998
This item is made available under a Creative Commons License
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Owning collection
Scopus© citations
6
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Mar 28, 2024
Mar 28, 2024
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