Explaining the Relationship Between Bullying Victimization and Student Achievement: An Analysis of TIMSS (Trends in International Mathematics and Science Study) 2011 Data

• In Event: 18.065 - The Role of Bullying and Teacher-Student Relationships in Secondary Students' Health and Achievement

Abstract

At the heart of working toward equal educational opportunities for all students is the pursuit of a school climate where bullying is rare and its effect on student learning is mitigated. Research has increasingly shown that bullied students tend to have lower achievement. This study employs a structural equation model to explain the interrelationship between being bullied, school belonging, intrinsic motivation, and mathematics achievement. The United States TIMSS 2011 eighth grade sample is analyzed (N=10,477). The results support the hypothesis that school belonging mediates the relationship between bullying and student achievement, and intrinsic motivation mediates the relationship between school belonging and student achievement. All effects of bullying on student achievement were found to be indirect effects through school belonging.

Author

• Martin Hooper, Boston College