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Bullying, identity and school performance: Evidence from Chile

Author

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  • Contreras, Dante
  • Elacqua, Gregory
  • Martinez, Matías
  • Miranda, Álvaro

Abstract

This article examines the relationship among bullying, individual's identity, and school performance in Chile. The results indicate that being a bully or a bully-victim increases the probability of being a low performing student. For the case of victims, our results suggest a heterogeneity according students’ ability, decreasing academic achievement for students with below average ability, but increasing it for very high achieving students. We also found that students claiming to belong to a subculture characterized by a defiant attitude towards authority have lower academic achievement. Our results support anti-bullying policies and those attempting to promote student's identities associated with higher academic achievement.

Suggested Citation

  • Contreras, Dante & Elacqua, Gregory & Martinez, Matías & Miranda, Álvaro, 2016. "Bullying, identity and school performance: Evidence from Chile," International Journal of Educational Development, Elsevier, vol. 51(C), pages 147-162.
  • Handle: RePEc:eee:injoed:v:51:y:2016:i:c:p:147-162
    DOI: 10.1016/j.ijedudev.2016.09.004
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    References listed on IDEAS

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    More about this item

    Keywords

    Bullying; Identity; Subcultures; School performance; Latin America; Chile;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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