Cyberbullying at School

2021 ◽  
pp. 34-53
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

Cyberbullying at School

2019 ◽  
pp. 267-292
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

scholarly journals Experiences of Turkish Cypriot, Kurdish and Turkish Youth in Creating Transnational Social Spaces in London Schools

2013 ◽  
Vol 3 (1) ◽  
pp. 15-27
Author(s):  
Dogus Simsek
Keyword(s):  
Secondary School ◽  
Identity Formation ◽  
School Environment ◽  
School Experiences ◽  
Social Spaces ◽  
School Life ◽  
Transnational Social Spaces ◽  
Turkish Youth ◽  
Turkish Cypriot

This paper focuses on the role of school in identity formation of Turkish Cypriot, Kurdish and Turkish youths (thereafter TCKT) living in London and explores the perceptions of young people about their school life, mainly focusing on secondary school experiences, and exploring the difficulties faced in their relations with peers. It also examines the forms of homogeneity and heterogeneity within the school environment, examining their influence on identity formation and the negotiation of transnational social spaces by TCKT youth. The homogeneity of schools in London prevents them from forming identities based on interaction with various cultures and, therefore, limits their ability to create transnational social spaces.

scholarly journals Family and Personal Correlates of Academic Achievement

2001 ◽  
Vol 88 (2) ◽  
pp. 533-547 ◽  
Author(s):  
Francisco-Juan García Bacete ◽  
Jesús Rosel Remírez
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Academic Performance ◽  
Parental Involvement ◽  
Structural Equations ◽  
Family Socioeconomic Status ◽  
School Activities ◽  
Academic Activities ◽  
The Family ◽  
Parents Involvement

Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family.

‘What we give to others, come back to us’. The role of peer leadership in creating a positive school climate and bullying prevention

2020 ◽  
Vol 7 (2) ◽  
pp. 31-39
Author(s):  
Aleksandra Tłuściak-Deliowska ◽  
Alyona Gubenko
Keyword(s):  
Young People ◽  
Peer Relationships ◽  
School Environment ◽  
Special Kind ◽  
Bullying Prevention ◽  
School Bullying ◽  
Full Potential ◽  
Peer Leadership ◽  
School Life ◽  
The Right

In this article, the authors discuss the nature of peer-based prevention programs. The analyzes are conducted in the context of school bullying prevention and the associated need to build a friendly and safe school environment. Attention was paid to shaping a positive peer culture by involving young people in various types of prosocial activities. Peer leadership programs are a special kind of activity where the driving force is youth. Implementation of a peer program into school life enables the full potential of young people to be activated. Such programs mobilize young people to make positive changes in their social surroundings, to help themselves and others through constructive cooperation. Taking into account that these programs are carried out within the school environment, the condition of the effectiveness is the attitude of school toward such activities. It is important to foster positive peer relationships, to encourage students to participate and create the right conditions for change.

scholarly journals The Contribution of Digital Technologies to the Involvement of Parents in School Life of Their Children

2019 ◽  
Vol 15 (2) ◽  
pp. 29-40
Author(s):  
Maria João Cruz ◽  
Guilhermina Lobato Miranda
Keyword(s):  
Academic Achievement ◽  
Data Collection ◽  
Parental Involvement ◽  
Ethnic Minorities ◽  
Research Methodology ◽  
Digital Technologies ◽  
School Life ◽  
School Activities ◽  
Current State ◽  
Field Notes

Using digital technologies as a means to promote parental involvement has been a practice used in projects in different countries. Parental involvement has been studied as a factor contributing to the academic achievement of learners, although some ethnic minorities face barriers to this involvement. This article presents the current state of a research, carried out in the context of a PhD. It used the digital technologies that are present at schools, as a privileged means of training parents of African minorities in the scope of the language of schooling, in order to support their involvement in the school life of their children. The authors used an action-research methodology with a variety of data collection instruments: biographical interviews, naturalistic observation, research diary and field notes. The results show that parents became more involved in their children's school activities and began to better understand their lives inside school.

scholarly journals Cómo influyen la trayectoria académica y los hábitos relacionados con el entorno escolar en el rendimiento académico en la asignatura de educación física (How academic career and habits related to the school environment influence on academic performance i

Retos ◽  
2015 ◽  
pp. 9-13
Author(s):  
Luis Gonzalo Córdoba Caro ◽  
Ventura García Preciado ◽  
Luis Miguel Luengo Pérez ◽  
Manuel Vizuete Carrizosa ◽  
Sebastián Feu Molina
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Physical Education ◽  
School Environment ◽  
Academic Career ◽  
Total Sample ◽  
Variable Environment ◽  
The Subject ◽  
The City

El objetivo principal de este estudio ha sido analizar el grado de influencia de la trayectoria académica y de algunos hábitos relacionados con el entorno escolar sobre el rendimiento académico en educación física (E.F.) en estudiantes de educación secundaria obligatoria (ESO) de la ciudad de Ba­dajoz. Una muestra total de 1197 alumnos de enseñanza secundaria obligatoria con un 49.9% hombres y un 50.1% mujeres, ha participado en el estudio. Se les pasó un cuestiona­rio autoadministrado con preguntas sobre sus principales hábitos escolares, de los cuales han sido analizadas ocho variables, además se incluyó la nota final de curso de la asignatura de E.F como variable de análisis del rendimiento académico. A través del análisis estadístico con ANOVA, U de Mann-Whitney y H de Kruskal Wallis, se observan diferencias estadísticamente significativas (pd».001) en las calificaciones en E.F. tanto en las variables que miden la trayectoria académica, como en los hábitos relacionados con el entorno escolar, entre las que destacamos: ser repetidor, ser absentista, el tiempo de lectura y el de estudio diario. Los alumnos que eran repetidores, faltaban más a clase, o se retrasaban un mayor número de veces, que leían y estudiaban menos y percibían un peor ambiente en sus clases, son los que obtenían un peor rendimiento en E.F.. Palabra clave: adolescentes, rendimiento académico, educación física, enseñanza secundaria obligatoria, Badajoz, estudio, lectura.Abstract: The main objective of this study was to analyze the degree of influence of some school habits and scholar trayectory on academic achievement in physical education (PE) students in secondary education (ESO) in the city of Badajoz. A total sample of 1197 students in compulsory secondary education 49.9% men, and 50.1% women, participated in the study. They spent a questionnaire filled out by the river questions about major school habits, of which eight variables were analyzed also included the final course in the subject of EF as a variable for analysis of academic performance. Through statistical analysis with ANOVA, Mann-Whitney U, and Kruskal Wallis H, there are significant differences in PE scores in all variables analyzed (p d».001), among which being repetitive, being truant, the time to read and study daily. In the variable environment perceived in class, there is a degree of significance (p d».05). Pupils who were repeaters, missing more classes or were delayed more times than read and studied less and earned a worse environment in their classes, are those who obtained poorer performance on EF. Key words: teenagers, academic achievement, physical education, compulsory secondary education, Badajoz, study, reading.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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