The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-01e

Bibliographic reference :
Woods, S., & Wolke, D. (2004). Direct and Relational Bullying Among Primary School Children and Academic Achievement. Journal of School Psychology, 42(2), 135-155.

Abstract :

Study Objectives
This British study focused on the links between academic performance and bullying behaviour in primary school. The authors identified three different types of bullying: physical, verbal and relational. The first two types were classified under the single concept of direct bullying.

The study objectives were: 1) To assess the correlation between direct bullying and relational bullying and student academic competencies; and 2) To identify the variables that predict student school results and to determine to which extent these respective assessments contribute to predicting student involvement in direct and indirect bullying behaviour.

Methodology
The sample consisted of 1016 primary school students (498 male and 518 female students). These students came from 34 English-language schools located in the London area. Semi-structured individual interviews were conducted with students to determine the presence or absence of bullying behaviour in these students (subjected to or perpetrated by). These interviews were based on the Bullying Questionnaire designed by Olweus.

Assessment of behavioural problems was conducted with the Strengths and Difficulties Questionnaire and the Health Questionnaire. Lastly, student academic competency was determined with the national standards of the National Curriculum Standard Assessment Task and a summative evaluation by teachers in several subjects such as English, mathematics, sciences, and so on. Data on schools such as size, urban vs. rural environment, socioeconomic environment, and so on, and student rate of absenteeism was also collected.

Main Results
The authors came to four main findings: 1) In primary school students, prevalence of direct bullying behaviour was higher than relational bullying behaviour; 2) The variables for predicting academic performance in the second grade were relational victimization (being a victim of relational bullying), rural schools, low socioeconomic environments of schools and class sizes; 3) In the fourth grade, the variables for predicting bullying behaviour were class and school sizes, rural schools, gender, academic performance, behavioural problems and emotional problems; 4) Except for young victims of relational bullying for whom the probability of under average academic performance was three times higher than for other students, direct and relational bullying behaviour (subjected to and perpetrated by) were not good predictors of academic performance in primary school.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Disorders, Relational Bullying, Direct Bullying, Victimization, Academic Performance, School Environment, Socioeconomic Environment, Rural Environment, Urban Environment, Gender, Primary School, Elementary School

Monitored Countries :
United Kingdom