Bullying, identity and school performance: Evidence from Chile

被引：14

作者：

Contreras, Dante ^{[1
]}

Elacqua, Gregory ^{[2
]}

Martinez, Matias ^{[3
]}

Miranda, Alvaro ^{[4
]}

机构：

[1] Univ Chile, Fac Econ & Negocio, Dept Econ, Santiago, Chile

[2] Interamer Dev Bank, Educ Div, Social Sect Dept, Washington, DC USA

[3] Univ Diego Portales, Fac Econ & Empresa, Inst Polit Publ, Santiago, Chile

[4] Univ Diego Portales, Fac Econ & Empresa, Escuela Ingn Comercial, Santiago, Chile

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT | 2016年 / 51卷

关键词：

Bullying; Identity; Subcultures; School performance; Latin America; Chile; ACADEMIC-ACHIEVEMENT; BULLY/VICTIM PROBLEMS; ATTEMPTED-SUICIDE; SELF-HARM; ENGAGEMENT; STRATIFICATION; VICTIMIZATION; ASSOCIATION; SEGREGATION; SUBCULTURE;

D O I：

10.1016/j.ijedudev.2016.09.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article examines the relationship among bullying, individual's identity, and school performance in Chile. The results indicate that being a bully or a bully-victim increases the probability of being a low performing student. For the case of victims, our results suggest a heterogeneity according students' ability, decreasing academic achievement for students with below average ability, but increasing it for very high achieving students. We also found that students claiming to belong to a subculture characterized by a defiant attitude towards authority have lower academic achievement. Our results support anti-bullying policies and those attempting to promote student's identities associated with higher academic achievement. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：147 / 162

页数：16

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