Bullying’s Negative Effect on Academic Achievement

Authors

  • Ana Maria Gomes Universidade Autónoma de Lisboa
  • Mariana Costa Martins Universidade Autónoma de Lisboa
  • Manuel Farinha Universidade Autónoma de Lisboa
  • Beatriz Silva Universidade Autónoma de Lisboa
  • Edite Ferreira Universidade Autónoma de Lisboa
  • Alexandre Castro Caldas Universidade Católica de Lisboa
  • Tânia Brandão Universidade Autónoma de Lisboa

DOI:

https://doi.org/10.17583/ijep.2020.4812

Keywords:

Bully, victim, classroom behavior, academic achievement, ADHD

Abstract

Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.

The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.

The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.

This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.

Author Biographies

Ana Maria Gomes, Universidade Autónoma de Lisboa

Clinical and Health Psychologist, Master in Psychosomatics, PhD in Psychosomatics and post Doctoral.

Professor at the Autonomous University of Lisbon and Researcher at the Psychological Research Center of the Autónoma University of Lisbon (CIP-UAL).

Mariana Costa Martins, Universidade Autónoma de Lisboa

Clinical and Health Psychologist, Master degree in Clinical Psychology, Researcher at the Autónoma University of Lisbon.

Manuel Farinha, Universidade Autónoma de Lisboa

Clinical and Health Psychologist, Master degree in Clinical and Health Psychology - Cognitive Behavioral Interventions in Psychological and Health Disorders, researcher at the Autónoma University of Lisbon.

Beatriz Silva, Universidade Autónoma de Lisboa

Clinical and Health Psychologist, Master degree in Clinical Psychology and Counseling. Researcher at the Autónoma University of Lisbon

Edite Ferreira, Universidade Autónoma de Lisboa

Clinical and Health Psychologist, Master Degree in Clinical Psychology and Counseling. Researcher at the Autónoma University of Lisbon.

Alexandre Castro Caldas, Universidade Católica de Lisboa

Neurologist, PhD in Psychiatry, full Professor and Director of the Institute of Health Sciences of the Portuguese Catholic University.

Tânia Brandão, Universidade Autónoma de Lisboa

Clinical and Health Psychologist, PhD in Psychology.

Professor at the Autonomous University of Lisbon and Researcher at the Psychological Research Center of the Autónoma University of Lisbon (CIP-UAL).

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Published

2020-10-24

How to Cite

Gomes, A. M., Martins, M. C., Farinha, M., Silva, B., Ferreira, E., Caldas, A. C., & Brandão, T. (2020). Bullying’s Negative Effect on Academic Achievement. International Journal of Educational Psychology, 9(3), 243–268. https://doi.org/10.17583/ijep.2020.4812

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