How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors.
academic achievement
academic engagement
bully/victims
bullying
cognitive-motivational
mediation
meta-analysis
motivation
self-efficacy
self-esteem
victimisation
Journal
International journal of environmental research and public health
ISSN: 1660-4601
Titre abrégé: Int J Environ Res Public Health
Pays: Switzerland
ID NLM: 101238455
Informations de publication
Date de publication:
24 02 2021
24 02 2021
Historique:
received:
26
12
2020
revised:
04
02
2021
accepted:
12
02
2021
entrez:
6
3
2021
pubmed:
7
3
2021
medline:
24
4
2021
Statut:
epublish
Résumé
Bullying involvement may have an adverse effect on children's educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48-59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77],
Identifiants
pubmed: 33668095
pii: ijerph18052209
doi: 10.3390/ijerph18052209
pmc: PMC7967665
pii:
doi:
Types de publication
Journal Article
Meta-Analysis
Research Support, Non-U.S. Gov't
Systematic Review
Langues
eng
Sous-ensembles de citation
IM
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