Bullying, identity and school performance: Evidence from Chile

Dante Contreras, Gregory Elacqua (), Matías Martinez and Álvaro Miranda

International Journal of Educational Development, 2016, vol. 51, issue C, 147-162

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.

Keywords: Bullying; Identity; Subcultures; School performance; Latin America; Chile (search for similar items in EconPapers)
JEL-codes: I21 Z13 (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:51:y:2016:i:c:p:147-162

DOI: 10.1016/j.ijedudev.2016.09.004

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