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How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors

Author

Listed:
  • Muthanna Samara

    (Department of Psychology, Kingston University London, Penrhyn Road, Kingston upon Thames KT1 2EE, UK)

  • Bruna Da Silva Nascimento

    (Department of Psychology, Brunel University London, London UB8 3PH, UK)

  • Aiman El-Asam

    (Department of Psychology, Kingston University London, Penrhyn Road, Kingston upon Thames KT1 2EE, UK)

  • Sara Hammuda

    (Department of Psychology, Kingston University London, Penrhyn Road, Kingston upon Thames KT1 2EE, UK)

  • Nabil Khattab

    (Department of Sociology, Doha Institute, Doha, Zone 70, Qatar)

Abstract

Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48–59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77], p = 0.000), to be less motivated (k = 7) (OR = 0.82, 95% CI [0.69, 0.97], p = 0.021), to have lower self-esteem (k = 1) (OR = 0.12, 95% CI [0.07, 0.20], p = 0.000) and lower academic achievement (k = 14) (OR = 0.62, 95% CI [0.49, 0.79], p = 0.000). Bullying involvement was also significantly related to overall cognitive-motivational factors (k = 17, OR = 0.67, 95% CI [0.59, 0.76], p = 0.000). Cognitive-motivational factors, taken together, mediated the association between bullying victimisation and academic achievement (k = 8, OR = 0.74, 95% CI (0.72, 0.77), p = 0.000). Bullying victimisation was negatively related to cognitive-motivational factors, which, in turn, was associated with poorer academic achievement. These findings were moderated by the design of the studies, assessment methods for the bullying reports, mediators and outcomes, country, age of children in the sample and/or types of bullying. The findings are of relevance for practitioners, parents, and schools, and can be used to guide bullying interventions. Interventions should focus on improving internal and external motivational factors including components of positive reinforcement, encouragement, and programs for enhancing academic engagement and achievement amongst children and adolescents.

Suggested Citation

  • Muthanna Samara & Bruna Da Silva Nascimento & Aiman El-Asam & Sara Hammuda & Nabil Khattab, 2021. "How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors," IJERPH, MDPI, vol. 18(5), pages 1-21, February.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:5:p:2209-:d:504709
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    References listed on IDEAS

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    1. Subin Park & Yeeun Lee & Hyesue Jang & Minkyung Jo, 2017. "Violence Victimization in Korean Adolescents: Risk Factors and Psychological Problems," IJERPH, MDPI, vol. 14(5), pages 1-11, May.
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    3. Muthanna Samara & Vicky Burbidge & Aiman El Asam & Mairéad Foody & Peter K. Smith & Hisham Morsi, 2017. "Bullying and Cyberbullying: Their Legal Status and Use in Psychological Assessment," IJERPH, MDPI, vol. 14(12), pages 1-17, November.
    4. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    5. Patton, Desmond Upton & Woolley, Michael E. & Hong, Jun Sung, 2012. "Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school," Children and Youth Services Review, Elsevier, vol. 34(2), pages 388-395.
    6. James Copestake & Laura Camfield, 2010. "Measuring Multidimensional Aspiration Gaps: A Means to Understanding Cultural Aspects of Poverty," Development Policy Review, Overseas Development Institute, vol. 28(5), pages 617-633, September.
    7. Mairead Dunne & Ricardo Sabates & Cynthia Bosumtwi-Sam & Andrew Owusu, 2013. "Peer Relations, Violence and School Attendance: Analyses of Bullying in Senior High Schools in Ghana," Journal of Development Studies, Taylor & Francis Journals, vol. 49(2), pages 285-300, February.
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    Cited by:

    1. Muthanna Samara & Nura Alkathiri & Mahitab Sherif & Aiman El-Asam & Sara Hammuda & Peter K. Smith & Hisham Morsi, 2024. "Bullying in the Arab World: Definition, Perception, and Implications for Public Health and Interventions," IJERPH, MDPI, vol. 21(3), pages 1-23, March.

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