##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Jul 15, 2020
I-Hua Chen Ni Xie Zhi-Yuan Meng

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.

##plugins.themes.bootstrap3.article.details##

Keywords

Core Competencies, School Bullying, School Administration, Attendance, Sense of Belonging, Multi-Level Mediation Modeling, 2015 PISA

References
Betts, C. (2014) Multi-level analysis of student and school-level characteristics associated with bullying victimization in Ontario high school students (Unpublished master’s thesis).University of Waterloo, Ontario. Canada.

Chen, C. Z. & Zhi, T. X. (2017) The influencing factors of school bullying and the construction of long-term prevention mechanisms - Based on the analysis of 2015 bullying behavior measurement data of youth campus. Edu Dev Res, 20:31-41.

Chen, Z .Z. (2017) The impact of non-cognitive factors on the comprehensive literacy of Chinese 15-year students - Based on PISA 2015 survey data. Edu Acad Monthly, 4:80-88.

Di Stasio, M. R., Savage, R., & Burgos, G. (2016) Social comparison, competition, and teacher-student relationships in junior high school classrooms predict bullying and victimization. J Adoles, 53:207-216.

Didaskalou, E., Roussivergou, C., & Andreou, E. (2017) School belongingness and coping with victimization in bullied and non-bullied students: A Discriminant analysis approach. J Modern Greek Stud, Special Issue:110-124.

Dong, W. & Yu, G. L. (2010) The Influence of adolescent academic emotions on academic achievements. Psychol Sci, 4:934-937+945.

Due, P., Merlo, J., Harel-Fisch, Y., Damsgaard, M. T., Holstein, B. E., Hetland, J., Lynch, J. (2009) Socioeconomic inequality in exposure to bullying during adolescence: A comparative, cross-sectional, multilevel study in 35 countries. Am J Pub Health, 99(5): 907-914.

Fang, J. H. (2007) Psychological analysis and correction strategies of students’ absenteeism. Education Science, 23(6), 87-90.

Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007) Sense of belonging in college freshmen at the classroom and campus levels. J Exp Edu, 75(3):203-220.

Gastic, B. (2008) School truancy and the disciplinary problems of bullying victims. Edu Rev, 60(4):391-404.

Huang, L. (2017) The situation of school bullying in China’s 15-year-old school students and its influencing factors - Based on the analysis of PISA 2015 data of four provinces and cities in China. Edu Sci Res, 11:36-42.

IEA. (2018) Help Manual for the IEA IDB Analyzer (Version 4.0). Hamburg, Germany. (Available from www.iea.nl/data.html)

Jansen, P. W., Verlinden, M., Dommisse-van Berkel, A., Mieloo, C., van der Ende, J., Veenstra, R., Verhulst, F.C., Jansen, W., Tiemeier, H. (2012) Prevalence of bullying and victimization among children in early elementary school: Do family and school neighborhood socioeconomic status matter? BMC Pub Health, 12(1):494-503.

Li, F. X. (2017) School bullying behavior survey and intervention strategy research. Ningxia Soc Sci, 3:133-136.

Liu, Y., & Liu, Z. (2011) Trajectories of Chinese students’ sense of school belonging and academic achievement over the high school transition period. Learn Indiv Diff, 21(2):187-190.

Nakamoto, J., & Schwartz, D. (2010) Is peer victimization associated with academic achievement? A meta-analytic review. Soc Dev, 19(2):221-242.

OECD (2017a) How much of a problem is bullying at school? PISA in Focus, No. 74. Paris: OECD Publishing. https://doi.org/10.1787/728d6464-en.

OECD (2017b) PISA 2015 Technical Report. Paris: OECD Publishing. Retrieved from: https://www.oecd.org/pisa/sitedocument/PISA-2015-technical-report-final.pdf

Stewart, E. B. (2008) School structural characteristics, student effort, peer associations, and parental involvement: The influence of school-and individual-level factors on academic achievement. Edu Urban Society, 40(2):179-204.

Wang J. Y. & Meng, H. Y. (2017) Multi-level analysis of the influence of school atmosphere on the scientific literacy of middle school students: based on the research of PISA 2012 Shanghai data. Foreign Prim Second Edu, 1:22-30.

Wang, H., Zhou, X., Lu, C., Wu, J., Deng, X., Hong, L., Gao, X., & He, Y. (2012). Adolescent bullying involvement and psychosocial aspects of family and school life: A cross-sectional study from Guangdong Province in China. PLoS One, 7(7):e38619.

Wang,Y. J., Hong, Y. Q., & Zhang, W. (2015) Peer invasion phenomenon investigation and intervention strategy. Contemp Youth Res, 2:112-118.

Wen, F. X. & Chiou, H. Z. (2009) Multi-level model methodology: key issues and trial of hierarchical linear models. NTU Manag Rev, 19(2):263-294.

Wen, Z. L. &Ye, B. J. (2014) Analyses of mediating effects: The development of methods and models. Adv Psychol Sci, 22(5):731-745.

Wu, J. N. (2013) Key features and implications of successful schools – A review of PISA 2009 report “what makes school success”. Foreign Edu Res, 1:39-45.

Yang, F., Yu, B., Zhu, Y. X., & Xu, Q. Y. (2017) Correlation between school bullying and school belonging: Evidence from new educational experiments. Cours Textb Teach Meth, 5:113-120.

Zhao, D. C, Guo, Y. G., & Jiao, L. Y. (2017) The scientific literacy performance of 15-year-old students in four provinces (cities) and their influencing factors - Based on the analysis of PISA 2015 data. Edu Res, 6:80-86.

Zhao, J. & Zhu, P. Y. (2012) School connection tightness and juvenile causal experience research - Taking lessons, truancy, and dropout as indicators. Edu Res Exp, 1:51-56.
How to Cite
Chen, I.-H., Xie, N., & Meng, Z.-Y. (2020). The Mediating Role of Anti-Bullying Administrative Measures in the Relationship between School Bullying and Students’ Core Competencies. Best Evidence in Chinese Education, 5(2), 681-701. https://doi.org/10.15354/bece.20.ar050
Section
Article