School climate, peer victimization, and academic achievement: Results from a multi-informant study.

2014 ◽  
Vol 29 (3) ◽  
pp. 360-377 ◽  
Author(s):  
Weijun Wang ◽  
Tracy Vaillancourt ◽  
Heather L. Brittain ◽  
Patricia McDougall ◽  
Amanda Krygsman ◽  
...  
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Peer Victimization

School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-informant Study

2014 ◽  
Author(s):  
Wejun Wang ◽  
Tracy Vaillancourt ◽  
Heather Brittain ◽  
Patricia McDougall ◽  
Amanda Krygsman ◽  
...  
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Peer Victimization

Authoritative school climate, number of parents at home, and academic achievement.

2017 ◽  
Vol 32 (4) ◽  
pp. 480-496 ◽  
Author(s):  
Francis L. Huang ◽  
Katie Eklund ◽  
Dewey G. Cornell
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
At Home

scholarly journals Peer Victimization and Effortful Control: Relations to School Engagement and Academic Achievement

2010 ◽  
Vol 56 (3) ◽  
pp. 361-387 ◽  
Author(s):  
Roopa V. Iyer ◽  
Becky Kochenderfer-Ladd ◽  
Nancy Eisenberg ◽  
Marilyn Thompson
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
School Engagement ◽  
Effortful Control

scholarly journals Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement

2019 ◽  
Vol 16 (4) ◽  
pp. 580 ◽  
Author(s):  
Rosario Ferrer-Cascales ◽  
Natalia Albaladejo-Blázquez ◽  
Miriam Sánchez-SanSegundo ◽  
Irene Portilla-Tamarit ◽  
Oriol Lordan ◽  
...  
Keyword(s):  
School Climate ◽  
Peer Victimization ◽  
Intervention Programs ◽  
Control Group ◽  
Intervention Implementation ◽  
Limited Efficacy ◽  
Group 12 ◽  
Quasi Experimental ◽  
Bullying Behavior ◽  
Experimental Group

The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

2016 ◽  
Vol 87 (2) ◽  
pp. 425-469 ◽  
Author(s):  
Ruth Berkowitz ◽  
Hadass Moore ◽  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Scientific Evidence ◽  
Research Synthesis ◽  
Socioeconomic Background ◽  
Low Ses ◽  
Negative Contribution ◽  
Body Of Knowledge ◽  
Year 2000 ◽  
Positive Climate

Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional links and mechanisms between SES, school climate, and academic performance is inconclusive. This comprehensive review of studies dating back to the year 2000 examined whether a positive climate can successfully disrupt the associations between low SES and poor academic achievement. Positive climate was found to mitigate the negative contribution of weak SES background on academic achievement; however, most studies do not provide a basis for deducing a directional influence and causal relations. Additional research is encouraged to establish the nature of impact positive climate has on academic achievement and a multifaceted body of knowledge regarding the multilevel climate dimensions related to academic achievement.

Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems

2012 ◽  
Vol 83 (5) ◽  
pp. 1775-1788 ◽  
Author(s):  
Pol A. C. van Lier ◽  
Frank Vitaro ◽  
Edward D. Barker ◽  
Mara Brendgen ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
Internalizing Problems ◽  
Externalizing And Internalizing Problems

Perceived Family and Friend Support Moderate Pathways From Peer Victimization to Substance Use in Early-Adolescent Girls and Boys: A Moderated-Mediation Analysis

2020 ◽  
Vol 41 (1) ◽  
pp. 128-166 ◽  
Author(s):  
Anna Vannucci ◽  
Tessa R. Fagle ◽  
Emily G. Simpson ◽  
Christine McCauley Ohannessian
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Substance Use ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Friend Support ◽  
Moderated Mediation Model ◽  
The Relationship

This study examined gender differences in a moderated-mediation model examining whether perceived social support moderated depressive symptom and academic achievement mediation pathways from peer victimization to substance use among 1,334 U.S. early adolescents (11-14 years, 50% girls, 51% White). Surveys were administered in schools at three 6-month intervals. Multiple group analyses suggested that the moderated-mediation model differed for boys and girls. Indirect effects suggested that declines in academic achievement mediated the relationship between peer victimization and substance use for girls and boys, while elevated depressive symptoms mediated this relationship for girls only. Higher family and friend support attenuated the relationship between overt victimization and academic achievement for boys and between relational victimization and depressive symptoms for girls. These findings implicate two risk pathways that account for why peer victimization enhances substance use risk and emphasize the importance of perceived support following peer victimization during early adolescence. Gender differences require replication.

Sign in / Sign up

Export Citation Format

Share Document