Bullying Prevalence and Numeracy Performance among Primary School Children in Johannesburg: Implications for School-Based Interventions

Autor/in	Pillay, Jace
Titel	Bullying Prevalence and Numeracy Performance among Primary School Children in Johannesburg: Implications for School-Based Interventions
Quelle	In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 956 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pillay, Jace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Bullying; Incidence; Numeracy; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Socioeconomic Influences; Geographic Regions; Mathematics Achievement; At Risk Students; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Vorkommen; Rechenkompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Sozioökonomischer Faktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant. Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions. Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1-7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa. Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers. Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school. Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01