Influence of bullying on mathematics achievement
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Abstract
The educational system must guarantee the well-being of students in their school environment, through adequate training that makes academic success possible, while also promoting equal opportunities through integration in scenarios of diversity. Bullying is a global problem that negatively affects adolescents and whose consequences can be long-lasting. The main objective of this research is to examine how bullying affects the academic performance in mathematics of Spanish students. The analysis is done at the national and regional levels. For this purpose, PISA 2018 data for Spain corresponding to a sample of 35,943 students are used. These data allow us to examine the relationship between the score in mathematical competence with a PISA index of bullying and other variables related to student characteristics (socioeconomic factors) and the educational center. The results obtained for Spain show that people who suffer bullying have a lower average score in mathematics. Specifically, the regional analysis shows that the effect of bullying on scores is negative and significant in six of them: Catalonia, the Valencian Community, Galicia, the Balearic Islands, the Basque Country and the Region of Murcia. Except in the last case, these are autonomous communities with two official languages and where the incidence of bullying exceeds the national average. The results of this study provide knowledge about the type of variables that have a greater impact on bullying, which may be useful for promoting educational inclusion. Thus, these results point to the importance of considering linguistic diversity in intervention programs against bullying, along with other factors that increase the heterogeneity of the student body. A preventive educational intervention is proposed to design measures to favor an inclusive school environment, mitigating the negative effects of bullying.
Keywords: bullying, mathematics achievement, regression, PISA, educational policy.
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References
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