Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents. (3rd July 2022)

• Record Type: Journal Article
• Authors: Varela, Jorge J.; Muñoz, Gonzalo J.; Reschly, Amy; Melipillán, Roberto
• Is Part Of: Journal of school violence. Volume 21:Number 3(2022)
• Page Start: 327
• Page End: 341
• Publication Date: 2022-07-03
• Subjects: Bullying -- student engagement -- school bonding -- adolescents -- multilevel; School violence -- Prevention -- Periodicals; School environment -- Periodicals; 371.78205
• DOI: 10.1080/15388220.2022.2098501
• Languages: English
• ISSNs: 1538-8220

Abstract

ABSTRACT: Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences – particularly bullying behavior as a victim or perpetrator – impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students' cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.