Zalba Julieta, Durán Lucas G, Carletti Diego R, Zavala Gottau Patxi, Serralunga María G, Jouglard Ezequiel F, Esandi María E
Departamento de Ciencias de la Salud, Universidad Nacional del Sur, Bahía Blanca, Argentina.
Departamento de Matemática, Universidad Nacional del Sur, Bahía Blanca, Argentina.
Arch Argent Pediatr. 2018 Apr 1;116(2):e216-e226. doi: 10.5546/aap.2018.eng.e216.
Bullying among peers has immediate and long-term consequences, as it affects children's health-related quality of life. The aim was to examine the association between the frequency, type and dynamics of children's involvement in bullying situations and their academic performance over the school year.
Longitudinal study conducted in 2015 in 9 to 12 year-olds in schools of Bahía Blanca, Argentina. Outcome measures: children's involvement in bullying situations, frequency of participation in bullying and academic performance. Bullying categories were obtained through the Preconceptions of Bullying and Intimidation Among Peers (PRECONCIMEI) questionnaire and academic performance as reflected by each child's school grades.
The survey included 375 children, of which 22.1% (83/375) were repeatedly involved and 30.12% (113/375) were occasionally involved in bullying situations (20.27% [76/375] reported having participated by the year end but not at the beginning, and 9.85% [37/375] showed the opposite behavior). No statistically significant differences were found, regardless of the course subject analyzed. Grades were found to have improved by school year-end, in all groups assessed.
No association was found between bullying and academic performance.
同伴间的欺凌行为会产生即时和长期的后果，因为它会影响儿童与健康相关的生活质量。本研究旨在探讨儿童参与欺凌情境的频率、类型和动态与他们在一学年中的学业成绩之间的关联。
2015年在阿根廷布兰卡港的学校对9至12岁儿童进行了纵向研究。结果指标：儿童参与欺凌情境的情况、参与欺凌的频率和学业成绩。通过《同伴间欺凌和恐吓的先入之见》（PRECONCIMEI）问卷获得欺凌类别，并以每个孩子的学校成绩反映学业成绩。
该调查纳入了375名儿童，其中22.1%（83/375）反复参与欺凌情境且30.12%（113/375）偶尔参与欺凌情境（20.27%[76/375]报告在学年末参与但年初未参与欺凌情境，9.85%[37/375]表现出相反行为）。无论分析的课程科目如何，均未发现统计学上的显著差异。在所有评估组中，学年末成绩均有所提高。
未发现欺凌与学业成绩之间存在关联。
