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Abstract
This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly through student engagement while controlling for important school-level characteristics. Separate models were examined for two 7th-grade and four 8th-grade tests. Results indicated that higher levels of both teacher and student perceptions of schoolwide teasing and bullying were significantly associated with lower achievement pass rates and student engagement. The relationship between perceptions of schoolwide teasing and bullying and achievement was partially mediated by student engagement. These findings bring new support for the need for schoolwide interventions to reduce teasing and bullying among middle school students.
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Author Biographies
Anna Lacey, MEd, is with the programs in clinical and school psychology, Curry School of Education, University of Virginia. She is interested in school climate, youth violence, violence prevention, and mental health intervention programs.
Dewey Cornell, PhD, is the Bunker professor of education in the Curry School of Education at the University of Virginia. His research interests include school climate and school safety, the prevention of youth violence and bullying, and student threat assessment.
Timothy Konold, PhD, is professor and program coordinator of research, statistics, and evaluation in the Curry School of Education at the University of Virginia. His research interests focus on large-scale test use and assessment as it pertains to construction, classification, and errors of measurement associated with informant-based assessment systems.
