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Peer harassment, school connectedness, and academic achievement.

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Title: Peer harassment, school connectedness, and academic achievement.
Authors: Eisenberg ME (AUTHOR), Neumark-Sztainer D (AUTHOR), Perry CL (AUTHOR)
Source: Journal of School Health. Oct2003, Vol. 73 Issue 8, p311-316. 6p.
Subjects: School bullying, Harassment, School environment, Public schools, Academic achievement, Education policy
Abstract: This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and 'B' students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy. [ABSTRACT FROM AUTHOR]
Copyright of Journal of School Health is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
FullText Text:
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DbLabel: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Peer harassment, school connectedness, and academic achievement.
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  Data: <searchLink fieldCode="AR" term="%22Eisenberg+ME%22">Eisenberg ME</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Neumark-Sztainer+D%22">Neumark-Sztainer D</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Perry+CL%22">Perry CL</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+School+Health%22">Journal of School Health</searchLink>. Oct2003, Vol. 73 Issue 8, p311-316. 6p.
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  Data: <searchLink fieldCode="DE" term="%22School+bullying%22">School bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Harassment%22">Harassment</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and 'B' students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of School Health is the property of Wiley-Blackwell 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=106716213
RecordInfo BibRecord:
  BibEntity:
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      – Type: doi
        Value: 10.1111/j.1746-1561.2003.tb06588.x
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      – Code: eng
        Text: English
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        PageCount: 6
        StartPage: 311
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      – SubjectFull: School bullying
        Type: general
      – SubjectFull: Harassment
        Type: general
      – SubjectFull: School environment
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      – SubjectFull: Public schools
        Type: general
      – SubjectFull: Academic achievement
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      – SubjectFull: Education policy
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      – TitleFull: Peer harassment, school connectedness, and academic achievement.
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              M: 10
              Text: Oct2003
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