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It's a hard-knock life for us: a multilevel analysis on the association between grade retention and being bullied in 25 countries.

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Title: It's a hard-knock life for us: a multilevel analysis on the association between grade retention and being bullied in 25 countries.
Authors: Van Canegem, Timo1 Timo.VanCanegem@UGent.be, Van Houtte, Mieke1, Demanet, Jannick1
Source: Research Papers in Education. Apr2024, Vol. 39 Issue 2, p181-205. 25p.
Subject Terms: *Bullying, *Grade repetition, *Secondary education, *High school curriculum, Multilevel codes
Abstract: Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition. [ABSTRACT FROM AUTHOR]
Copyright of Research Papers in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Research+Papers+in+Education%22">Research Papers in Education</searchLink>. Apr2024, Vol. 39 Issue 2, p181-205. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+repetition%22">Grade repetition</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+curriculum%22">High school curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+codes%22">Multilevel codes</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Research Papers in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02671522.2022.2125050
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      – Code: eng
        Text: English
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        PageCount: 25
        StartPage: 181
    Subjects:
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Grade repetition
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: High school curriculum
        Type: general
      – SubjectFull: Multilevel codes
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      – TitleFull: It's a hard-knock life for us: a multilevel analysis on the association between grade retention and being bullied in 25 countries.
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              M: 04
              Text: Apr2024
              Type: published
              Y: 2024
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