دانلود مقاله ISI انگلیسی شماره 73625
ترجمه فارسی عنوان مقاله

زورگویی مستقیم و رابطه ای میان کودکان مدرسه ابتدایی و پیشرفت تحصیلی

عنوان انگلیسی
Direct and relational bullying among primary school children and academic achievement
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
73625 2004 21 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of School Psychology, Volume 42, Issue 2, March–April 2004, Pages 135–155

ترجمه کلمات کلیدی
قلدری؛ پیشرفت تحصیلی؛ نیازهای خاص؛ دانش آموزان مدارس ابتدایی
کلمات کلیدی انگلیسی
Bullying; Victimisation; Academic achievement; Special needs; Primary school students
پیش نمایش مقاله
پیش نمایش مقاله  زورگویی مستقیم و رابطه ای میان کودکان مدرسه ابتدایی و پیشرفت تحصیلی

چکیده انگلیسی

The association between bullying behaviour and academic achievement was investigated in 1016 children from primary schools (6–7-year-olds/year 2: 480; 8–9-year-olds/year 4: 536). Children were individually interviewed about their bullying experiences using a standard interview. Key Stage I National Curriculum results (assessed at the end of year 2) were collected from class teachers, and parents completed a behaviour and health questionnaire. Results revealed no relationship between direct bullying behaviour and decrements in academic achievement. Conversely, higher academic achievement at year 2 predicted bullying others relationally (e.g. social exclusion at year 4). Relational victimisation, Special Educational Needs (SEN), being a pupil from a rural school or small classes and low socioeconomic status (SES) predicted low academic achievement for year 2 children. Findings discount the theory that underachievement and frustration at school leads to direct, physical bullying behaviour.