The Relationship Between Bullying And Students’ Academic Achievement

Yıl 2021, Cilt: 8 Sayı: 2, 53 - 68, 30.11.2021

Ufuk Güven , Yasin Öz , Mustafa Köker

Öz

This research aims to examine the impact of physical bullying on the academic achievements of 8th graders in mathematics. Another purpose of the study is to compare the incidence rates of physical bullying in different countries and examine the effect of physical bullying on achievement in different countries. TIMSS 2019 student data, which is available to everyone and can be downloaded from the TIMSS database, was used in the study. The study group was selected by a two-stage method among the students who participated in the TIMMS 2019 exam at the eighth-grade level. The selected countries are the UK, Turkey, and Qatar. 10927 students (3144 students from the UK, 4009 from Turkey, and 3774 from Qatar) constitute the study group. In this study, the relationship between bullying and academic achievement was examined using the correlational research method, which is one of the quantitative research methods. According to the findings, it was found that there was a statistically significant and negative relationship between the frequency of bullying and student success. Another finding is exposure to physical bullying by country. The results revealed that Qatari students were most likely to be physically bullied, while British students were the most unlikely to be physically bullied. Recommendations for parents, students, and school administrators are also included in the study to mitigate the impact of bullying in schools.

Anahtar Kelimeler

Bullying, physical bullying, math achievement, TIMSS

Kaynakça

• Akgün, S. (2005). Akran zorbalığının anne-baba tutumları ve anne-baba ergen ilişkisi açısından değerlendirilmesi. [Unpublished thesis]. Hacettepe University.
• Akyüz, G. (2014). The effects of student and school factors on mathematics achievement in TIMSS 2011. Eğitim ve Bilim, 39(172), 150-162.
• Ayas, T. (2010). Okullarda yaygın sorun olan zorbalığı önlemek. (1st edition). Maya Akademi Yayın Dağıtım.
• Arslan S, Savaşer S. Akran zorbalığını önlemede okul hemşiresinin rolü. Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi 2009, 2, 119-122.
• Belsey, B. (2006). Cyberbullying: An Emerging Threat to the Always On Generation. Bill Belsey. Retrieved from: http://www.cyberbullying.ca
• Baldry, A.C. and Farrington, P.D. (2000). Bullies and delinquents: personal characteristics and parental styles. Journal of Community and Applied Psychology, 10,17–31.
• Bidwell, N. M., (1997). The nature and prevalence of bullying in elementary schools. SSTA Research Centre Report.
• Besag, V. E. (1989). Bullies and victims in schools. Milton Keynes, England: Open University Press
• Buluç, B. (2014). TIMSS 2011 sonuçları çerçevesinde, okul iklimi değişkenine göre öğrencilerin matematik başarı puanlarının analizi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 33, 105-121.
• Büyüköztürk, Ş., Çakan, M., Tan, Ş. & Atar, H. Y. (2014). TIMSS 2011 ulusal matematik ve fen raporu. 8. sınıflar. Yegitek Yayınları.
• Çetin,F., Bilbay, A.A. ve Kaymak, D.A. (2001). Araştırmadan Uygulamaya Çocuklarda Sosyal Beceriler. Epsilon Yayıncılık.
• Chen, X., Chang, L., Liu, H. & He, Y. (2008). Effects of the peer group on the development of social functioning and academic achievement: a longitudinal study in chinese children. Child Development, 79(2): 235 – 251.
• Crick, N.R. & Grotpeter, J., (1995). Relational aggression, gender, and social psychological adjustment. Child Development, 66, 710-722.
• Crick, N.R., Casas, J.F., and Nelson, D.A., (2002). Towards a more comprehensive understanding of peer maltreatment: Studies of relational victimization. Current Directions in Psychological Science, 11, 98-101.
• Erdur-Baker, Ö. ve Kavşut, F. (2007). A new face of peer bullying: cyber bullying. Journal of Euroasian Educational Research, 27, 31-42.
• Gini, G. (2006). Bullying as a social process: The role of group Membership in students’ perception of inter-group aggression at school. Journal of School Psychology, 44, 51-65.
• Gündoğdu, M. (2003). Okullarımızda yaygın bir sorun: akran zorbalığı, 7th National PDR Congress, Malatya, 2003.
• Hawker, D.S.J. and Boulton, M.J. (2000). Twenty years research on peer victimization and psychosocial maladjustment: A metaanalytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455.
• Gökler, R. (2009). Okullarda akran zorbalığı. Uluslararası İnsan Bilimleri Dergisi,6 (2), 511-537.
• Hughes, G. (2005). The Relationship between bullying and achievement; a study of related school and family factors. [Unpublished thesis]. The Universty of Calgary.
• Selda, İ. A. (2008). İlköğretimde zorbalık. [Unpublished thesis]. Uludağ University.
• Lubbers, M.J., Van Der Werf, M.P.C., Snijders, T.A.B., Bert P.M. Creemers, B.P.M., Kumpulainen K, Räsänen E, & Puura K.(2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27(2), 102-10.
• Kuyper, H. The impact of peer relations on academic progress in junior high. Journal of School Psychology, 44(6), 491–512
• Mohammadpour, E. (2012). Factors accounting for mathematics achievement of Singaporean eighth-graders. The Asia-Pacific Education Researcher, 21(3), 507-518.
• Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons- Morton, B. and Scheidt, P., (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.
• Nansel, T. ve Overpeck, N. (2001). Bullying behaviors among U.S. youth. JAMA, 285, 16.
• Natvig GK, Albrektsen G, Qvarnstrøm U. (2001). School-related stress experience as a risk factor for bullying behavior. Journal of Youth and Adolescence, 30(5), 561-75.
• Nelson, M. (2003). School bullies going high tech. Retrieved from: http://canoe.ca/NewsStand/- LondonFreePress/2003/09/02/174030.
• Olweus, D. (1993). Bullying At School: What We Know and What We Can Do? Oxford: Blackwell.
• Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program, Journal of Child Psychol Psychiatry. 35(7), 1171–90.
• Olweus, D., (1999). The nature of school bullying: a crossnational perspective In: Smith, P.K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R. & P. Slee, Editors, Routledge, London, 28-48.
• Olweus, D. ve Mona E. S. (2003). Prevalance estimation of school bullying with the Olweus / Bully Questionnaire, Aggressive Behavior, 29, 239–68.
• Ölçüoğlu, R. & Çetin, S. (2016). TIMSS 2011 sekizinci sınıf öğrencilerinin matematik başarısını etkileyen değişkenlerin bölgelere göre incelenmesi. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 7(1), 202-220. doi: 10.21031/epod.34424.
• Patchin, J.W., & Hinduja, S. (2006). Bullies move beyond the schoolyard: A preliminary look at cyber bullying. Youth Violence and Juvenile Justice, 4(2), 148- 169.
• Pellegrini, A. D. (1998). Bullies and victims in school: A review and call for research. Journal of Applied Developmental Psychology, 19(2), 165–76.
• Pişkin, M. (2002). "Okul Zorbalığı: Tanımı, Türleri, ilişkili Olduğu Faktörler ve Alınabilecek Önlemler". Kuram ve Uygulamada Eğitim Bilimleri Dergisi. Kasım 2002, 531-562.
• Piskin, M. (2010). Examination of peer bullying among primary and middle school children. Egitim ve Bilim 5(156), 175.
• Pişkin, M. & Ayas T. (2005). Zorba ve Kurban Öğrencilerin Utangaçlık, İçedönüklük, dışa dönüklük ve Öz saygı Değişkenleri bakımından İncelenmesi. 8th National PDR Congress. İstanbul.
• Roland, E. (1989). Bullying: The Scandinavian Research Tradition. in D. P Tattum & D.A. Lane, (Eds.) Bullying in Schools. Stoke-in-Trend: Trendham Books.
• Salmivalli, C., Kaukiainen, A. , Kaistaniemi, L. & Lagerspetz, K. (1999). Self evaluated self-esteem, peer-evaluated self-esteem, and defensive egotism as predictors of adolescents’ participation in bullying situations. Personality and Social Psychology Bulletin, 25, 1268–78.
• Schwartz D, Dodge K. A., Petit G. S. & Bates J. E. (1997). The Early socialization of aggressive victims of bullying. Child Development, 68(4), 665–75.
• Slee PT & Rigby K. (1993). Australian school children's self appraisal of interpersonal relations: The bullying experience. Child Psychiatry and Human Development, 23(4):273-82.
• Smith, P.K. and Brain, P.F., (2000). Bullying in schools: Lessons from two decades of research. Aggressive Behavior, 26(1), 1–9.
• Şahin, M., Sarı, S. V., Özer, Ö. & Er, S. H. (2010). Lise öğrencilerinin siber zorba davranışlarında bulunma ve maruz kalma durumlarına ilişkin görüşleri. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 21, 257-270.
• WHO (2004). The WHO Cross-national study of health behavior in school-aged children from 35 countries: findings from 2001-2002. The Journal of School Health, 74(6), 204-206.
• Yavuz, H., Demirtaşlı, R., Yalçın, S. & İlgün Dibek, M. (2017). Türk öğrencilerin TIMSS 2007 ve 2011 matematik başarısında öğrenci ve öğretmen özelliklerinin etkileri. Eğitim ve Bilim, 42(189), 27-47. doi:10.15390/EB.2017.6885