Two-step bullying intervention: first reduce victimisation and rebuild motivational factors, then raise achievement and engagement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the mediation findings, the authors recommend that interventions address the motivational pathway rather than achievement alone. They state that "the first step of an intervention program should therefore be decreasing victimisation and particularly focusing on improving motivation, self-esteem, self-efficacy and self-concept", with the second step to "increase students' academic achievement and enhance their educational engagement". Interventions should include positive reinforcement, encouragement, and programs for enhancing academic engagement, and family, friend and teacher support can protect bullied students.

Design Implications¶

Context¶

Requirements¶

• Interventions must address internal and external motivational factors, not achievement alone

Constraints¶

• The authors note mediation studies are few, mostly from a few countries, and interventions may differ in each country as cultures define bullying differently

Target Learners¶

• bullied children and adolescents in schools

Target Learning Goals¶

• academic motivation
• self-esteem and self-efficacy
• academic engagement and achievement

Affordances¶

• Sdt Framework Bullying Motivation Achievement

Related Strategies¶

• Schools should intervene actively against bullying rather than relying on adolescents' social support networks
• Interventions should simultaneously enhance academic self-concept and achievement

Examples¶

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Key Sources¶

• 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