Bullying involvement is associated with lower cognitive-motivational factors, especially engagement, motivation and self-esteem¶

Claim · All claims
Evidence · 1 study (4 entries) · quant-synthesis r1–r2 · q3 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Bullying-involved children are less likely to be academically engaged (k = 4, OR = 0.571, p = 0.000), less motivated (k = 7, OR = 0.82, p = 0.021) and have lower self-esteem (k = 1, OR = 0.12, p = 0.000). → Muthanna 2021 q3 i? Self-concept and self-efficacy were not significantly associated with bullying involvement. → Muthanna 2021 (2) q3 i1 Victims only were significantly less likely to be motivated (k = 4, OR = 0.74, p = 0.002). → Muthanna 2021 (3) q3 i? Bullies only showed no significant association with motivation (OR = 1.03, p = 0.762). → Muthanna 2021 (4)

Evidence¶

Muthanna 2021¶

Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N. (2021). How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors. International Journal of Environmental Research and Public Health, 18(5), 2209. doi:10.3390/ijerph18052209

q3 · i1 · quant-synthesis · r2

Random-effects meta-analysis of the bullying-motivational factor association across the included studies. Engagement, motivation and self-esteem were each significantly lower among bullying-involved children, with the printed ORs and CIs as quoted.

"children who are involved in any bullying behaviour were significantly less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI (0.43, 0.77), p = 0.000), to have less motivation (k = 7) (OR = 0.82, 95% CI (0.69, 0.97), p = 0.021), and to have lower self-esteem (k = 1) (OR = 0.12, 95% CI (0.07, 0.20), p = 0.000)"

Muthanna 2021 (2)¶

Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N. (2021). How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors. International Journal of Environmental Research and Public Health, 18(5), 2209. doi:10.3390/ijerph18052209

q3 · i? · quant-synthesis · r1

Null meta-analytic results for self-concept (k = 3, p = 0.072) and self-efficacy (k = 2, p = 0.264); no statistically significant association was detected and equivalence was not tested.

"However, neither self-concept (k = 3) (OR = 0.74, 95% CI (0.53, 1.03), p = 0.072) nor self-efficacy (k = 2) (OR = 0.73, 95% CI (0.41, 1.27), p = 0.264) were significantly associated with bullying involvement."

Muthanna 2021 (3)¶

Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N. (2021). How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors. International Journal of Environmental Research and Public Health, 18(5), 2209. doi:10.3390/ijerph18052209

q3 · i1 · quant-synthesis · r2

Subgroup meta-analysis restricted to victims only. Victims were "significantly less likely to be motivated" (OR = 0.74, p = 0.002); the pooled overall cognitive-motivational effect for victims was OR = 0.63 (k = 13).

"As for victims only, they were also significantly less likely to be motivated (k = 4) (OR = 0.74, 95% CI (0.61, 0.89), p = 0.002)."

Muthanna 2021 (4)¶

Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N. (2021). How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors. International Journal of Environmental Research and Public Health, 18(5), 2209. doi:10.3390/ijerph18052209

q3 · i? · quant-synthesis · r1

Subgroup meta-analysis restricted to bullies only (k = 2). No statistically significant association between bully-only involvement and motivation was detected; equivalence was not tested.

"On the other hand, the results for bullies only were not significant in relation to motivation (k = 2) (OR = 1.03, 95% CI (0.84, 1.27), p = 0.762)."

Discussion¶

Related Claims¶

• Bullying involvement is associated with lower academic achievement (pooled OR = 0.61)
• Cognitive-motivational factors mediate the association between bullying victimisation and lower academic achievement (pooled OR = 0.74) — related
• The BPP intervention was followed by a large reduction in bullying victimisation at the research school relative to the control school — related
• The bullying-achievement and mediation associations are moderated by design, assessment method, country, age and bullying type — related
• Academic achievement predicts disaffection but not behavioral/cognitive or emotional engagement at the between-student level — related
• Peer victimization shows no statistically significant association with the level or change of either controlled or autonomous academic motivation across the secondary school transition — related