Effect of bullying on the reading performance in Colombia
Main Article Content
Abstract
This study estimates the incidence of bullying among fourth grade students in Colombia and the effect it has on their academic achievement. Both analysis are based on the PIRLS test 2011. The methodology involves a descriptive analysis to calculate incidence while through a linear regression model the impact on the test results of those having been bullied is estimated. Findings show that bullying affects 66% of fourth grade students, especially male students from low socioeconomic level urban schools. Regarding the performance, estimates show that students constantly subjected to verbal or physical aggression have a score 3,7% lower than their peers who are not victims.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Andreou, E. (2000). Bully/victim problems and their association with psychological constructs in 8 to 12 year-old Greek school children. Aggressive Behavior, 26, 49-56. DOI: 10.1002/(SICI)1098-2337(2000)26:1<49::AID-AB4>3.0.CO;2-M.
Andreou, E. & Metallidou, P. (2004). The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children, Educational Psychology, 24(1), 27- 41. DOI: 10.1080/0144341032000146421.
Betts, J. & Morell, D. (1999). The derteminants of undergraduate grade point average: The relative importance of family background, High School resources, and peer group effects. The Journal of?Human?Resources,?34(2),?268-293.?DOI: 10.2307/146346.
Botello, H. & López, A. (2014). La influencia de las TIC en el desempeño académico: evidencia de la prueba PIRLS en Colombia 2011.Revista Academia y Virtualidad, 7(2), 15-26. DOI: 10.18359/ravi.315.
Buckner, J. C., Bassuk, E. L. & Weinreb, L. F. (2001). Predictors of academic achievement among homeless andlow-income housed children. Journal of School Psychology, 39(1), 45-69. DOI: 10.1016/S0022-4405(00)00059-5.
Cerezo, F. (2008). Acoso escolar. Efectos del bullying. Boletín de Pediatría, 48 (206), 353-358.
Dake, J., Price J. & Telljohann, S. (2003). The nature and extent of bullying at school, Journal of School Health, 73(5), 173-180. DOI: 10.1111/j.1746-1561.2003.tb03599.x.
Ferreyra, M. G. (2007). Determinantes del desempeño universitario. Efectos heterogéneos en un Modelo Censurado. Tesis de Maestría en Economia, Universidad Nacional de La Plata.
Foy, P. (2013). TIMSS and PIRLS 2011 user guide for the fourth grade combined international database.
García, M. (2010). Violencia en las escuelas. Un relevamiento desde la mirada de los alumnos. Buenos Aires: Ministerio de Educación.
Glew, G. M., Fan, M., Katon, W., Rivara, F. P. & Kernic, M. A. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of pediatrics & adolescent medicine, 159(11), 1026-1031. DOI: 10.1001/archpedi.159.11.1026.
Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence 13, 21-43. DOI: 10.1177/0272431693013001002.
Gorman, K. & Politt, E. (1999). Determinants of school performance in Guatemala: Family background characteristics and early abilities. International Journal of Behavioral Development, 16, 75-91. DOI: 10.1177/016502549301600105.
Griffin, R. S., & Gross, A. M. (2004). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9 (4), 379-400. DOI: 10.1016/S1359-1789(03)00033-8.
Hanushek, E. (1979). Conceptual and empirical issues in the estimation of educational production functions. The Journal of Human Resources, 14(3), 351-381.
Holt, M.K., Finkelhor, D. & Kantor, G. (2007). Multiple victimization experiences of urban elementary school students: Associations with psychosocial functioning and academic performance, Child Abuse and Neglect, 31(5), 503-515.
Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis. Canadian Journal of School Psychology, 25(1), 19-39. DOI: 10.1177/0829573509357550.
Martinez, J. (2009). Ciberbullying: diferencias entre el alumnado de secundaria. Boletín de psicología, (96), 79-96.
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth. JAMA: the journal of the American Medical Association, 285(16), 2094-2100.
Naylor, R. A & J. Smith (2004): "Determinants of Educational Success in Higher Education," en G. Johnes & J. Johnes (Eds) International Handbook in the Economics of Education (pp. 415-461). Chelten, U.K.: Edward Elgart Publishing.
Pellegrini, A. D. (2001). A longitudinal study of heterosexual relationships, aggression, and sexual harassment during the transition from primary school through middle school. Applied Developmental Psychology, 22, 119-133.
Pellegrini, A.D. & Long, J.D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school to secondary school, British Journal of Developmental Psychology, vol. 20, Nº 2, Leicester, British Psychological Society.
OCDE (Organización de Cooperación y Desarrollo Económicos) (2009). Take the Test: Sample Questions from Oecd's PISA Assessments. Paris.
Owens, L., A. Daly & Slee, P. T. (2005). Sex and age differences in victimization and conflict resolution among adolescents in a South Australian school, Aggressive Behavior, 31(1), 1-12. DOI: 10.1002/ab.20045
Porto, A. & L. Di Gresia (2001): Rendimiento de Estudiantes Universitarios y sus Determinantes. Presentado en la Asociación Argentina de Economía Política.
Rodríguez, A. (2015). Influencia del bullying en el rendimiento académico de los estudiantes: Colombia-PIRLS 2011. Tesis Doctoral. Universidad del Valle.
Román, M., & Murillo, F. J. (2011). América Latina: violencia entre estudiantes y desempeño escolar. Revista CEPAL 104. Agosto. Recuperado de http://www.eclac.org/publicaciones/xml/3/44073/RVE104RomanMurillo.pdf.
Skrzypiec, G. (2008). Living and Learning at School, documento presentado en la Conferencia anual de la Australian Association for Research in Education [en linea] www.aare.edu.au/08pap/skr081125.pdf.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385. DOI: 10.1111/j.1469-7610.2007.01846.x.
Strøm, I. F., Thoresen, S., Wentzel-Larsen, T., & Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. Child abuse & neglect, 37(4), 243-51. doi: 10.1016/j.chiabu.2012.10.010.
Sutton, A. & Soderstrom, I. (1999). Predicting elementary and secondary school achievement with school-related and demographic factors. The Journal of Educational Research, 92, 330-338. DOI: 10.1080/00220679909597616.
Wentzel, K. R. (1991). Social competence at school: Relations between social responsibility and academic achievement. Review of Educational Research, 61, 1-24. DOI: 10.3102/00346543061001001.
Whitney, I. & Smith, P. (1993). A survey of the nature and extend of bullying in junior/middle and secondary schools, Educational Research, 35(1), 3-25.