The Mediating Role of Anti-Bullying Administrative Measures in the Relationship between Bullying and Students' Core Competencies

Autor/inn/en	Chen, I.-Hua; Xie, Ni; Meng, Zhi-Yuan
Titel	The Mediating Role of Anti-Bullying Administrative Measures in the Relationship between Bullying and Students' Core Competencies
Quelle	In: Best Evidence in Chinese Education, 5 (2020) 2, S.681-701 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-5312
Schlagwörter	Foreign Countries; Bullying; Prevention; Minimum Competencies; School Administration; Attendance; Student School Relationship; Sense of Community; Educational Environment; Mathematics Achievement; Science Achievement; Scores; Secondary School Students; International Assessment; Achievement Tests; China; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Prävention; Vorbeugung; Fundamentum; Mindestwissen; Anwesenheit; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This research evaluates the role of school administrative measures (including creating a greater school belonging and paying attention to student attendance) as independent variables and their resulting core competencies through the mediator of students' experience with school bullying. This study adopted a multi-level mediation model to empirically analyze data from middle school students and school administration in four Chinese provinces based on the 2015 Programme for International Student Assessment (PISA). Data were collected from a total of 9,060 students and 260 administrative staff. The results were: (i) Relational bullying was significantly and negatively correlated with the three core competencies, although no significant impact was found for either verbal or physical bullying; (ii) Schools which were successful in creating a more positive environment, including greater school belonging and greater attention to students' attendance, demonstrated lower levels of relational bullying; (iii) In terms of school-level variables, a greater sense of shared belonging had a direct effect on improving student performance on math and science competencies, while greater attention to students' attendance was associated with higher student scores on all three core competencies; (iv) Furthermore, school-level variables, including the sense of shared belonging and greater attention to students' attendance demonstrated a positive indirect effect on students' core competencies through the mediating effect of reduced relational bullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01