The Relationship Between Bullying And Academic Performance Essay

The Relationship Between Bullying And Academic Performance Essay The Relationship Between Bullying And Academic Performance â€" Essay Example > The relationship between bullying and academic performanceIntroductionAt some point in their lives, many children engage in bullying their peers. Bullying involves the use of aggression from a position of power and is often used to establish dominance and status within the peer group (Pellegrini, 2004; Pellegrini Bartini, 2001). It would therefore be an interesting study if one was to discuss the relationships that exist between bullying and academic performance in detail and thereby trying to justify the perspective and framework by conducting a detailed analysis of the subject. In this assignment, we discuss two project methods to justify the relationship between bullying and academic performance. In Project Method 1, the assignment will focus primarily on the evaluation and analysis of available materials to get explicit and subtle hints that would establish the relationship between academic performance and tendencies to become bullies or victims. Second, we draw conclusive ev idences based on the works of other researches to establish the theoretical model that academic performance can be an indicator to bully and victim behaviour. Beside this we will also discuss the underlying theoretical models on social, psychological, mental and intellectual behaviours that would relate the academic performance to bullying behaviour. Going ahead, we evaluate other factors that would relate to school bullying (and victimization) and poor performance. Lastly, the study makes use of personal records of school children to evaluate their tendencies to become bullies or victims before we conclude the theoretical and conceptual evidences of the possibility of academic performance as an indicator of bullying behaviour. In Project Method 2, there will be a cross-sectional research on the academic performance as an indicator of becoming a bully/ victim. This would be done by conducting a questionnaire survey of school teachers on this subject and of randomly selected school students to reveal their experience of being bullied or being a bully. The study will also focus on conducting structured interviews of randomly selected school students to identify whether they have experienced being a bully or being bullied, talk about their beliefs and why they bully or why they are being bullied highlighting the importance of the academic performance. Thereafter statistical methods will be employed in order to draw conclusions and validate the relationship of academic performance and bullying/ victim tendencies. Project Method OneThe first step is a detail evaluation and critical analysis of available materials to get explicit and subtle hints that would establish the relationship between academic performance and tendencies to become bullies or victims. Evaluation of available materialsVarious findings were as follows: There is a consensus on the argument that bullying would in-effect lead to and vice-versa. The tendency of bullying led to increased bullying a nd the tendency to being bullied led to further victimisation (Linda R. Finger, Roberto Parada, Herbert W. Marsh, and Rhonda Craven, 2003)Student-level as well as school-level factors influence students’ bullying experiences, perceptions, and attitudes. Sex is associated with students’ experiences of bullying. Age and culture are associated with students’ perceptions and attitudes towards bullying. Male and female students of different ages report different experiences of bullying but both have similar bullying perceptions and attitudes. Conversely, students of different ages and cultural backgrounds have similar experiences of bullying but both have different bullying perceptions and attitudes (Jean Healey, Martin Dowson and Genevieve F. Nelson, 2005). Reducing victimization of school students is linked with improving their academic outcomes. The school staff could easily find out that students with more number of absences are frequently in trouble at school and students wh o have more number of lengthy disciplinary records are at risk for dropping out of school. They can draw an inference that many of these students are likely to be the victims of bullying by their peers thereby affecting their academic performance. (Billie Gastic, 2008). One would need to accept at the very outset that bullying would occur when a real or a perceived imbalance of strength exists in a given group (Olweus, 1994).