Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance

Ana Isabel Obregon-Cuesta, Luis Alberto Mínguez-Mínguez, Benito León-del-Barco, Santiago Mendo-Lázaro, Jessica Fernández-Solana, Jerónimo J. González-Bernal and Josefa González-Santos
Additional contact information
Ana Isabel Obregon-Cuesta: Department of Mathematics and Computing, University of Burgos, 09001 Burgos, Spain
Luis Alberto Mínguez-Mínguez: Department of Education Sciences, University of Burgos, 09001 Burgos, Spain
Benito León-del-Barco: Department of Psychology and Anthropology, University of Extremadura, 10071 Cáceres, Spain
Santiago Mendo-Lázaro: Department of Psychology and Anthropology, University of Extremadura, 10071 Cáceres, Spain
Jessica Fernández-Solana: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Jerónimo J. González-Bernal: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
Josefa González-Santos: Department of Health Sciences, University of Burgos, 09001 Burgos, Spain

IJERPH, 2022, vol. 19, issue 15, 1-11

Abstract: School bullying is a phenomenon of unjustified aggression in the school environment that is widespread throughout the world and with serious consequences for both the bully and the bullied. The objectives of this research were to analyze the differences between the different bullying categories by gender and academic year in primary and secondary education students, as well as their relationship with academic performance. To categorize students according to their bullying experiences, the European Bullying Intervention Project (EBIPQ) Questionnaire was used. The Chi-square test was used to compare the scores obtained by the students in the EBIPQ based on gender and academic year, and the one-way ANOVA test was used to analyze its relationship with academic performance. Research participants were 562 students from the 5th ( n = 228) and 6th ( n = 186) primary school years and the 1st ( n = 134) and 2nd ( n = 94) secondary school years. They were males (50.5%) and females (49.5%) ranging in ages from 10 to 15 years old (mean = 11.66, standard deviation = 1.206). The results showed statistically significant differences in gender and academic year, indicating a greater number of boys in the role of the bully/victim and girls in that of non-bully/non-victim. The most aggressive students were in the 2nd year of ESO (12–13 years old). Regarding academic performance, statistically significant differences were obtained that confirm the hypothesis that performance or average grade varies according to the category of bullying in which students find themselves. The academic performance of the non-bully/non-victim and those in the victim category was found to be higher than that of bullies and bully/victim students.

Keywords: bullying; students; primary education; secondary education; gender; academic year; academic performance; categories (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/19/15/9301/pdf (application/pdf)
https://www.mdpi.com/1660-4601/19/15/9301/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:19:y:2022:i:15:p:9301-:d:875570

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().