The bullying-achievement and mediation associations are moderated by design, assessment method, country, age and bullying type¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The bullying-achievement relationship was stronger in longitudinal (OR = 0.43) than cross-sectional (OR = 0.85) studies, and moderated by age, bullying assessment method, country and bullying type (all Qb significant). → Muthanna 2021
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 · i? · quant-synthesis · r3
Meta-ANOVA moderator analysis for the bullying-achievement relationship. Design was a significant moderator (Qb = 11.26, p = 0.001), with longitudinal studies showing a stronger effect (OR = 0.43) than cross-sectional studies (OR = 0.85); age, assessment method, country and bullying type were also significant moderators.
"The heterogeneity assessment indicated that the relationship was also significantly moderated by study design (Qb = 11.26, p = 0.001). This indicated that bullying involvement had a stronger effect on academic achievement in longitudinal studies (k = 7, OR = 0.43, p = 0.000) compared with cross-sectional studies (k = 7, OR = 0.85, p = 0.006)."
Discussion¶
Related Claims¶
- Cognitive-motivational factors mediate the association between bullying victimisation and lower academic achievement (pooled OR = 0.74)
- Program effectiveness varies by country: Greece led for perpetration, Italy for victimization
- Child age, caregiver education and country income level do not moderate book-sharing intervention effects on child language
- Review findings are consistent across study design features; no moderator showed meaningful relationships — reports the opposite
- Sex moderates bullying-related cognitive and brain differences, with effects in boys and girls appearing in different regions and tasks — related
- The BPP intervention was followed by a large reduction in bullying victimisation at the research school relative to the control school — related
- Bullying involvement is associated with lower cognitive-motivational factors, especially engagement, motivation and self-esteem — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
moderators-of-bullying-achievement-association |
title |
The bullying-achievement and mediation associations are moderated by design, assessment method, country, age and bullying type |
description |
The bullying-achievement and mediation associations are moderated by design, assessment method, country, age and bullying type |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — muthanna-2021 |
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