学校欺凌和学生的学习成果:国际视角和性别分析
Gregorio Gimenez1, Mauro Mediavilla2, David Giuliodori3
1Universidad de Zaragoza, Spain.
Journal of interpersonal violence
|January 23, 2024
概括
学校欺凌的受害者对青少年在数学,阅读和科学科目中的学业表现产生负面影响. 在数学结果中观察到性别差异,男性在受到欺凌时得分低于女性.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
- 教育社会学教育的社会学
背景情况:
- 在全球范围内,欺凌受害者是学校的一个重大问题.
- 了解它对学业成绩的影响对于干预策略至关重要.
- 之前的研究强调了欺凌对学生福祉和学习的有害影响.
研究的目的:
- 实证地研究学校欺凌受害者与学生学习成果之间的关系.
- 分析欺凌对数学,阅读和科学学业成绩的影响.
- 检查国际和性别观点的欺凌对教育的影响.
主要方法:
- 利用来自2018年国际学生评估计划 (PISA) 的大型数据集.
- 分析了来自79个国家和21,903所学校的612,004名15-16岁学生的数据.
- 采用统计功能来建模欺凌受害和学业成绩之间的关联.
主要成果:
- 欺凌受害者与数学,阅读和科学方面的学业成绩较低有很大关系.
- 在欺凌对阅读和科学成果的影响方面,没有发现实质性的性别差异.
- 与受欺凌的女性相比,受欺凌的男性的数学成绩较低,但控制其他因素.
结论:
- 学校欺凌的受害者对青少年在核心学科的学术成功构成威胁.
- 可能需要有针对性的干预措施,考虑到数学中潜在的性别特异性影响.
- 调查结果强调了解决欺凌问题的重要性,以改善全球教育成果.
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