How can bullying victimisation lead to lower academic achievement? A systematic review and meta-analysis of the mediating role of cognitive-motivational factors.
Open accessAbstract
Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48–59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77], p = 0.000), to be less motivated (k = 7) (OR = 0.82, 95% CI [0.69, 0.97], p = 0.021), to have lower self-esteem (k = 1) (OR = 0.12, 95% CI [0.07, 0.20], p = 0.000) and lower academic achievement (k = 14) (OR = 0.62, 95% CI [0.49, 0.79], p = 0.000). Bullying involvement was also significantly related to overall cognitive-motivational factors (k = 17, OR = 0.67, 95% CI [0.59, 0.76], p = 0.000). Cognitive-motivational factors, taken together, mediated the association between bullying victimisation and academic achievement (k = 8, OR = 0.74, 95% CI (0.72, 0.77), p = 0.000). Bullying victimisation was negatively related to cognitive-motivational factors, which, in turn, was associated with poorer academic achievement. These findings were moderated by the design of the studies, assessment methods for the bullying reports, mediators and outcomes, country, age of children in the sample and/or types of bullying. The findings are of relevance for practitioners, parents, and schools, and can be used to guide bullying interventions. Interventions should focus on improving internal and external motivational factors including components of positive reinforcement, encouragement, and programs for enhancing academic engagement and achievement amongst children and adolescents.
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The majority of research currently conducted on children's involvement in bullying appears to favor quantitative studies.
“The majority of research currently conducted on the topic of children’s involvement in bullying appears to favor quantitative studies (Patton et al., 2017; Marengo et al., 2021; Samara et al., 2021).”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Samara et al., 2021
The Eligibility Criteria section requires quantitative methods and excludes qualitative studies. The 11 studies described in Results §3.2 therefore cannot establish whether most research on children’s involvement in bullying is quantitative; our copy does not report a field-wide comparison. (LLM, conf=0.82)
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“The majority of research currently conducted on the topic of children’s involvement in bullying appears to favor quantitative studies (Patton et al., 2017; Marengo et al., 2021; Samara et al., 2021).”
Background
- Authors
- Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N.
- Affiliations
- Kingston University London (GB)
- Department of Psychology, Brunel University London, London UB8 3PH, UK
- Doha Institute for Graduate Studies (QA)
- Corresponding author
- Samara, Muthanna
- Venue
- International Journal of Environmental Research and Public Health
- Publisher
- MDPI AG
- Published
- 2021-02-24
- Volume
- 18
- Issue
- 5
- Pages
- 2209
- ISSN
- 1660-4601 (ISSN-L)
- PMC
- PMC7967665
- OpenAlex
- W3132742661
- Cited by
- 117
- References
- 92
- Citations by year
- 2026: 32 · 2025: 31 · 2024: 28 · 2023: 16 · 2022: 8 · 2021: 2
- FWCI
- 2.11
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- International Journal of Environmental Research and Public Health (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Bristol Research (University of Bristol) (publishedVersion, cc-by)
- Research Repository (Kingston University London) (acceptedVersion)
- UWE Research Repository (UWE Bristol) (submittedVersion, cc-by)
- Brunel University Research Archive (BURA) (Brunel University London) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- Qatar National Research Fund (NPRP9-061-5-006)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- bullying victimization, academic performance, mediation, academic engagement, academic motivation, self-esteem, children and adolescents, school bullying, educational outcomes, moderated mediation, peer victimization, bullying prevention programs
- MeSH terms
- Academic Success, Adolescent, Child, Cognition, Cross-Sectional Studies, Female, Humans, Male, Peer Group, Schools, Crime Victims, Bullying
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