Gender, Bullying Victimization, and Education

2014 ◽  
Vol 29 (5) ◽  
pp. 843-856 ◽  
Author(s):  
Ann Marie Popp ◽  
Anthony A. Peguero ◽  
Kristin R. Day ◽  
Lindsay L. Kahle
Keyword(s):  
Longitudinal Study ◽  
Significant Role ◽  
Educational Outcomes ◽  
Multivariate Regression ◽  
Educational Achievement ◽  
School Bullying ◽  
Bullying Victimization ◽  
Regression Analyses ◽  
The Relationship ◽  
Academic Self Efficacy

School bullying has detrimental consequences for its victims, including undermining students’ educational outcomes. Furthermore, gender has been shown to play a significant role in determining the type of bullying victimization experienced and educational outcomes. This research examines whether an interaction between gender and bullying victimization exists as well as its impact on educational outcomes (i.e., academic self-efficacy and educational achievement). Multivariate regression analyses, drawing on the Educational Longitudinal Study of 2002, reveal that the interaction between gender and bullying victimization is linked to disparate educational outcomes. The findings and their implications are discussed regarding understanding the relationship between gender, bullying victimization, and education.

scholarly journals On the mental toughness of self-aware athletes: Evidence from competitive tennis players

2017 ◽  
Vol Volume 113 (Number 1/2) ◽  
Author(s):  
Richard G. Cowden ◽  
◽  
Keyword(s):  
South African ◽  
Multivariate Regression ◽  
Research Evidence ◽  
The Self ◽  
Mental Toughness ◽  
Self Awareness ◽  
Regression Analyses ◽  
Tennis Players ◽  
Self Reflection ◽  
The Relationship

Abstract This study examined the relationship between mental toughness (MT) and self-awareness in a sample of 175 male and 158 female South African tennis athletes (mean age = 29.09 years, s.d. = 14.00). The participants completed the Sport Mental Toughness Questionnaire and the Self-Reflection and Insight Scale to assess MT (confidence, constancy, control) and self-awareness (self-reflection and self-insight) dimensions, respectively. Linear regression indicated that self-insight (β=0.49), but not self-reflection (β=0.02), predicted global MT. Multivariate regression analyses were significant for self-reflection (ηp²=0.11) and self-insight (ηp²=0.24). Self-reflection predicted confidence and constancy (ηp²=0.05 and 0.06, respectively), whereas self-insight predicted all three MT subcomponents (ηp²=0.12 to 0.14). The findings extend prior qualitative research evidence supporting the relevance of self-awareness to the MT of competitive tennis athletes, with self-reflection and insight forming prospective routes through which athletes’ MT may be developed.

Genes, Gender Inequality, and Educational Attainment

2019 ◽  
Vol 84 (6) ◽  
pp. 1069-1098 ◽  
Author(s):  
Pamela Herd ◽  
Jeremy Freese ◽  
Kamil Sicinski ◽  
Benjamin W. Domingue ◽  
Kathleen Mullan Harris ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Educational Attainment ◽  
Educational Outcomes ◽  
Add Health ◽  
Historical Change ◽  
Social Constraints ◽  
Past Century ◽  
Structural Constraints ◽  
The Life Course ◽  
The Relationship

Women’s opportunities have been profoundly altered over the past century by reductions in the social and structural constraints that limit women’s educational attainment. Do social constraints manifest as a suppressing influence on genetic indicators of potential, and if so, did equalizing opportunity mean equalizing the role of genetics? We address this with three cohort studies: the Wisconsin Longitudinal Study (WLS; birth years 1939 to 1940), the Health and Retirement Study, and the National Longitudinal Study of Adolescent Health (Add Health; birth years 1975 to 1982). These studies include a “polygenic score” for educational attainment, providing a novel opportunity to explore this question. We find that within the WLS cohort, the relationship between genetics and educational outcomes is weaker for women than for men. However, as opportunities changed in the 1970s and 1980s, and many middle-aged women went back to school, the relationship between genetic factors and education strengthened for women as they aged. Furthermore, utilizing the HRS and Add Health, we find that as constraints limiting women’s educational attainment declined, gender differences in the relationship between genetics and educational outcomes weakened. We demonstrate that genetic influence must be understood through the lens of historical change, the life course, and social structures like gender.

THE DEVELOPMENT OF THE YIPS IN BASEBALL

2020 ◽  
Vol 18 (3) ◽  
pp. 347-356
Author(s):  
Kojiro Matsuda
Keyword(s):  
Logistic Regression ◽  
Longitudinal Study ◽  
Binary Logistic Regression ◽  
Face Sheet ◽  
Regression Analyses ◽  
Baseball Players ◽  
Resilience Scale ◽  
Two Factors ◽  
Baseball Team ◽  
The Relationship

The purpose of the present study was to clarify the relationship between the development of the yips in baseball, overcommitment to sport, and resilience. Participants: 482 Japanese baseball players who belonged to a university baseball team (mean age = 19.43 years, SD = 1.00) were included in the analysis. A face sheet, a questionnaire on the yips, the scale of overcommitment to sport, and the Bidimensional Resilience Scale. Binary logistic regression analyses were used to evaluate the extent, to which overcommitment and resilience predicted the presence or absence of developing the yips in baseball. The results indicated the overcommitment was significant but the two factors of resilience, namely, innate resilience and acquired resilience were not significant. Thus, it is possible that the higher the tendency of overcommitment to baseball, the higher the possibility of developing the yips. It is recommended that a longitudinal study be conducted to examine what factors are involved in the process in depth. The purpose of the present study was to clarify the relationship between the development of the yips in baseball, overcommitment to sport, and resilience. Binary logistic regression analyses revealed that while overcommitment was significant in the development of the yips, innate and acquired resilience were not. It is recommended that a longitudinal study be conducted to examine what factors are involved in the process in depth.

scholarly journals The Effect of the Dose of Isotonic Saline on the Correction of Serum Sodium in the Treatment of Hypovolemic Hyponatremia

2020 ◽  
Vol 9 (11) ◽  
pp. 3567
Author(s):  
Jorge Gabriel Ruiz-Sánchez ◽  
Diego Meneses ◽  
Cristina Álvarez-Escolá ◽  
Martin Cuesta ◽  
Alfonso Luis Calle-Pascual ◽  
...  
Keyword(s):  
Serum Sodium ◽  
Odds Ratio ◽  
Multivariate Regression ◽  
Saline Solution ◽  
Isotonic Saline ◽  
Roc Curves ◽  
Tertiary Hospital ◽  
Regression Analyses ◽  
Osmotic Demyelination Syndrome ◽  
The Relationship

Background: Overcorrection of serum sodium (SNa) during therapy of hyponatremia can result in osmotic demyelination syndrome. Our aim was to determine the relationship between the isotonic saline solution dose (ISSD) administered and the 24-h SNa increase (24SNa) in patients with hypovolemic hyponatremia (HH). Methods: Retrospective study of HH patients treated with ISS in a tertiary hospital of Madrid, Spain, between 1 January–30 May 2019. The 24-h ISSD received and corresponding 24SNa were calculated. The latter was classified as 3 groups: ≥8 mmol/L, ≥6 mmol/L, or <4 mmol/L. Multivariate regression analyses were performed and ROC curves calculated to study the relationship between ISSD and 24SNa. Results: Thirty patients were included, age 72 years (60–80), 50% were women. 24SNa was ≥8 mmol/L/24 h in 33%, ≥6 mmol/L/24 h in 50%, and <4 mmol/L/24 h in 30%. Median ISSD in each group was: 32 mL/kg/24 h (29–37), 31 mL/kg/24 h (25–33), and 20 mL/kg/24 h (14–22), respectively. An ISSD ≥ 30 mL/kg/24 h had an odds ratio (OR) of 16 (95% CI: 2.5–95.1; p = 0.004) for a 24SNa ≥8 mmol/L, with a sensitivity and specificity of 80%. Conclusions: The 24SNa depends on ISSD. An ISSD between 23–30 mL/kg/24 h seems to be safe and effective.

Gender aspects of the relationship between migraine and cardiovascular risk factors: A cross-sectional evaluation in the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil)

Cephalalgia ◽  
2015 ◽  
Vol 35 (12) ◽  
pp. 1103-1114 ◽  
Author(s):  
Alessandra C Goulart ◽  
Itamar S Santos ◽  
Paulo A Lotufo ◽  
Isabela M Benseñor
Keyword(s):  
Risk Factors ◽  
Cardiovascular Risk ◽  
Longitudinal Study ◽  
Cardiovascular Risk Factors ◽  
Multinomial Logistic Regression ◽  
Inverse Association ◽  
Adult Health ◽  
Regression Analyses ◽  
Cross Sectional ◽  
The Relationship

Background The relationship between cardiovascular risk factors (CVRF) and migraine is controversial and might be different in both genders. These associations were evaluated in Brazilian middle-aged men and women from the Longitudinal Study of Adult Health (ELSA-Brasil). Methods The cross-sectional relationship between our main outcome, which was migraine headache (definite, probable and overall), and CVRF was evaluated in the total sample and according to gender. We calculated frequencies and odds ratios (95% CI) for this relationship using binary and multinomial logistic regression analyses in crude, age-adjusted and multivariable models adjusted by potential confounders. Results Of 14,953 individuals who completed the data about headache and CVRF, the frequency of one-year migraine was of 29.5% (22.5% in women and 7.0% in men). In the multivariable-adjusted regression analyses, an inverse association between hypertension (OR, 0.53; 95% CI, 0.36–0.79), metabolic syndrome (OR, 0.65; 95% CI, 0.43–0.99) and definite migraine were confirmed for men, but not for women. In the opposite direction, a positive association between migraine headaches (definite, probable and overall) and dyslipidemia (overall migraine OR, 1.25; 95% CI, 1.13–1.38) was observed only for women, but not for men. Conclusions A gender influence on the relationship between migraine and CVRF was verified in the ELSA-Brasil.

Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

2013 ◽  
Vol 36 (2) ◽  
pp. 299-321 ◽  
Author(s):  
ERIN SPARKS ◽  
S. HÉLÈNE DEACON
Keyword(s):  
Longitudinal Study ◽  
Temporal Relationship ◽  
Word Reading ◽  
Morphological Awareness ◽  
Regression Analyses ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship ◽  
Nonverbal Reasoning ◽  
Longitudinal Examination

ABSTRACTAlthough a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

Why the Victims of Bullying Are More Likely to Avoid Involvement When Witnessing Bullying Situations: The Role of Bullying Sensitivity and Moral Disengagement

2020 ◽  
pp. 088626052094814
Author(s):  
Shuyang Jiang ◽  
Ru-De Liu ◽  
Yi Ding ◽  
Ronghuan Jiang ◽  
Xinchen Fu ◽  
...  
Keyword(s):  
Structural Equation ◽  
Moral Disengagement ◽  
School Bullying ◽  
Sem Analysis ◽  
Bullying Victimization ◽  
Multiple Mediation ◽  
School Students ◽  
The Relationship ◽  
Bystander Behaviors

Recent studies have suggested a link between bullying victimization and passive bystander behaviors, such as more outsider behaviors and fewer defender behaviors. However, little is known about the internal mechanism underpinning this relation. The present study aimed to examine the direct and indirect relationships between bullying victimization and two types of bystander behaviors (defender behavior and outsider behavior), considering the possible mediator role of bullying sensitivity and moral disengagement among Chinese adolescents. Participants were 435 primary school students aged from 11 to 13 years ( M = 12.27, SD = 0.69) who completed measurements of bullying victimization, bullying sensitivity, moral disengagement, and bystander behaviors. The results of the total effect model indicated that bullying victimization was positively related to outsider behavior and negatively related to defender behavior. The results from the structural equation modelling (SEM) analysis showed that bullying sensitivity mediated the relationship between bullying victimization and defender behavior. The relationship between bullying victimization and outsider behavior was mediated by moral disengagement, as well as the multiple mediation of bullying sensitivity and moral disengagement. These results highlight the roles of bullying sensitivity and moral disengagement in explaining the relation between bullying victimization and bystander behavior among adolescent students. The findings provide important implications for developing intervention programs aiming at school bullying prevention.

scholarly journals Social inequality in child educational development in China

2020 ◽  
Vol 6 (2) ◽  
pp. 219-238 ◽  
Author(s):  
Airan Liu ◽  
Wangyang Li ◽  
Yu Xie
Keyword(s):  
Educational Outcomes ◽  
Parenting Practices ◽  
Educational Achievement ◽  
Educational Development ◽  
Educational Inequality ◽  
Social Contexts ◽  
Individual Characteristics ◽  
Western Countries ◽  
Structural Forces ◽  
The Relationship

Nearly all past studies on educational inequality have examined the relationship between family and children’s educational achievement in western countries. Very few have examined this question in other social contexts, such as China. This article investigates differences in factors that influence children’s development between China and western countries. Capitalizing on recent national representative data, we extend previous studies by using more recent data and considering different measurements of educational outcomes. Our findings show that structural forces, such as hukou and residence, are more important than family and individual characteristics in China for influencing children’s educational outcomes; and that family non-monetary resources such as expectations and parenting practices are more important than family monetary resources such as income, for children’s educational achievement.

scholarly journals Εκφοβισμός/Θυματοποίηση, προσκόλληση στο σχολείο και δοκιμή εξαρτησιογόνων ουσιών στην εφηβεία

2021 ◽  
Vol 26 (1) ◽  
pp. 211
Author(s):  
Ειρήνη Κουφάκη ◽  
Ελένη Ανδρέου
Keyword(s):  
School Bullying ◽  
Bullying Victimization ◽  
School Bonding ◽  
School Activities ◽  
School Based ◽  
Bully Victims ◽  
School Rules ◽  
Research Findings ◽  
School Based Interventions ◽  
The Relationship

Research findings have shown associations between smoking and bullying behavior, but they have not yet offered a clear picture concerning students involved in bully/victim incidents and whether they had tried addictive substances. Additionally, it seems that the less students feel connected to their school, the more they try addictive substances and the more they get involved in bullying/victimization. The main aim of the present study was to examine the relationship between bullying/victimization, school bonding during adolescence and whether students had tried substances. The sample consisted of 779 students (426 boys and 353 girls) of middle and high schools who were administered a questionnaire concerning school bullying/victimization (categorization of students in bullies, victims, bully/victims and not involved), four parameters of school bonding, namely commitment, attachment, involvement and faith in school rules, and whether they had tried legal and illegal addictive substances. Results showed that the more the students felt connected to their school, the less they had tried addictive substances. Bullies and bully/victims had tried more substances than victims and students not involved in bully/victim incidents, while they felt less connected to their school in terms of commitment and attachment. There was not any statistically significant relationship between involvement in school activities and bullying/victimization. As far as faith in school rules is concerned, not involved students exhibited the highest scores and bully/victims the lowest. The results of this study confirm previous findings in the field of bullying/victimization and are discussed in terms of their implications for school-based interventions.

scholarly journals Bullying and depression: the moderating effect of social support, rejection and victimization profile

2018 ◽  
Vol 35 (1) ◽  
pp. 1-10
Author(s):  
Ascensión Palomares Ruiz ◽  
Arantxa Oteiza-Nascimento ◽  
Mª Paz Toldos ◽  
Isabel Serrano-Marugán ◽  
Javier Martín-Babarro
Keyword(s):  
Social Support ◽  
Linear Regression ◽  
Peer Relationships ◽  
Peer Rejection ◽  
School Bullying ◽  
Influential Factors ◽  
Moderating Effect ◽  
Regression Analyses ◽  
Relationship Of ◽  
The Relationship

Peer relationships can be shaped as influential factors in the prevalence of bullying episodes. This research aims to analyze the effect of school bullying on the levels of depression of the victims and to what extent it is affected by social support and status in the group and by the profile of victimization. Several hierarchical linear regression analyses were calculated, in a sample of 1063 students aged 10 to 14 (47.8% of girls, M = 11.59 years, SD = 1.21 years), from 10 school of the Region of Madrid. The degree of influence of the studied variables was observed: lack of social support, peer rejection, withdrawal and impulsivity behaviors, and the relationship of all of them with victimization and depression. Findings revealed the influence of the lack of social support on the depression of victimized students. However, peer rejection did not show influence on the levels of depression of the victims. In addition, victimization associated with internalizing characteristics showed a greater association with depression than victimization associated with an externalizing profile.

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