University College Dublin, Dublin 4, Ireland.
Br J Educ Psychol. 2022 Dec;92(4):1487-1501. doi: 10.1111/bjep.12511. Epub 2022 May 21.
Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship.
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.
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).
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.
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.
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.
欺凌对学业成绩有深远而持久的影响。然而，对于这种关系的具体机制还存在模糊之处。
本研究旨在检验 9 岁时的欺凌行为与 15 岁时的算术/读写成绩之间的关系，以确定这种关系是否部分或完全由 13 岁时的心理困难所解释。
对儿童队列（Cohort'98）的 GUI 研究的第 1、2 和 3 波进行了二次数据分析，分别在 9 岁（N=8568）、13 岁（N=7527）和 15 岁（N=6216）时进行。
采用纵向路径中介模型，以 9 岁时的欺凌行为作为预测因子，13 岁时的总（情绪和行为）困难作为中介，15 岁时的算术/读写成绩作为结果，结果显示欺凌行为对成就有显著的间接影响，通过心理困难。
我们讨论了欺凌对学生心理健康的影响、欺凌与学业成绩之间的关系以及如何通过解决这些心理问题来避免在整个教育过程中和以后生活中产生的后果。
本研究强调了学校需要解决由于欺凌而产生的情绪和行为困难，以提高儿童的整体教育体验。现有的干预措施可以通过关注这些心理困难的持续纠正来加以改进。
