Examining the Relationship Between Bullying, Attendance, and Achievement in Schools
Bullying is a widespread problem in American schools. Researchers have suggested a relationship between bullying, school attendance rates, and achievement levels. This study was conducted in a suburban school district in Georgia that identified bullying as a problem in its schools during the 2011-20...
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| Format: | Others |
| Language: | en |
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ScholarWorks
2016
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| Online Access: | https://scholarworks.waldenu.edu/dissertations/2614 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3717&context=dissertations |
| Summary: | Bullying is a widespread problem in American schools. Researchers have suggested a relationship between bullying, school attendance rates, and achievement levels. This study was conducted in a suburban school district in Georgia that identified bullying as a problem in its schools during the 2011-2012 school year. The purpose of this correlational study was to identify potential relationships between the primary predictor variable of bullying and the outcome variables of attendance and achievement as measured by the College and Career Ready Performance Index (CCRPI). Secondary predictor variables suggested by research were socioeconomic status and number of limited English proficiency students. These secondary predictors were used as control variables, offering a clearer look at bullying's relationship with the outcome variables. Patterson's coercive process model was used for explaining the underlying interactions that may illustrate how or why bullying is related to variables such as school attendance and achievement. The research questions focused on whether or not attendance and achievement within district schools are predicted by incidents of bullying. Two separate multiple regression analyses were applied to examine whether the predictors were associated with attendance or achievement in the district's 49 schools. Bullying was not a significant predictor of attendance (p = .75) or achievement (p = .83) in the sample district's schools. Recommendations included further study with variables and sample sizes consistent with prior studies that have found significant relationships. Implications for positive social change include providing the district with recommendations for promoting a positive academic climate built upon positive behavior supports. |
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