Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents
Date
2022
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Article
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14 p.
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Privado
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Abstract
Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences – particularly bullying behavior as a victim or perpetrator – impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as
a protective factor. Our results indicated that perpetration predicted students’ cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.
Description
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Citation
Jorge J. Varela, Gonzalo J. Muñoz, Amy Reschly & Roberto Melipillán (2022) Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents, Journal of School Violence, 21:3, 327-341, DOI: 10.1080/15388220.2022.2098501
Keywords
Bullying, Student engagement, School bonding, Adolescents, Multilevel