@article{ref1,
title="Educational achievement and bullying: the mediating role of psychological difficulties",
journal="British journal of educational psychology",
year="2022",
author="Murphy, Daráine and Leonard, Sophie J. and Taylor, Laura K. and Santos, Flávia H.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="BACKGROUND: Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. AIMS: This study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by psychological difficulties at age 13. SAMPLE: Secondary data analysis was completed on waves 1, 2 and 3 of child cohort (Cohort'98) of the Growing Up in Ireland (GUI) study, respectively, at 9 years (N = 8568), 13 years (N = 7527) and 15 years of age (N = 6216). <br><br>RESULTS: Longitudinal path mediation model was conducted with bullying at age 9 as the predictor, total (emotional and behavioural) difficulties at age 13 as the mediator and Numeracy/Literacy scores at age 15 as outcomes revealing significant indirect effects of bullying on achievement, via psychological difficulties. <br><br>CONCLUSIONS: We discuss the impact of bullying on the student's psychological well-being, the relationship between bullying and academic attainment and how this may be tackled to avoid consequences throughout education and later in life. EDUCATIONAL IMPACT AND IMPLICATIONS: This study emphasizes the need for schools to address the emotional and behavioural difficulties occurring as a result of bullying in order to improve the overall educational experience of a child. Existing interventions can be built upon by focusing on the continuous remediation of such psychological difficulties.<p /> <p>Language: en</p>",
language="en",
issn="0007-0998",
doi="10.1111/bjep.12511",
url="http://dx.doi.org/10.1111/bjep.12511"
}