Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-30T23:13:13.417Z Has data issue: false hasContentIssue false
  • English
  • Français

School bullying, school mindfulness and school academic performance: A structural equation modelling study

Published online by Cambridge University Press:  11 November 2019

Esra Tekel  and
Engin Karadag Open the ORCID record for Engin Karadag [Opens in a new window]
Esra Tekel
Affiliation:
Sandıkli School of Applied Sciences, Afyon Kocatepe University, Afyonkarahisar, Turkey
Engin Karadag*
Affiliation:
Faculty of Education, Akdeniz University, Antalya, Turkey
*
*Corresponding author. Email: [email protected]
Get access

Abstract

The purpose of this study was to test the effects of school bullying on school mindfulness and school academic performance through a structural equation model. The study was framed around the correlational design method; school bullying was taken as the independent variable and school mindfulness and school academic performance were used as the dependent variables. The study participants consisted of 156 high school teachers working in three of the schools selected from various school districts by means of the maximum variation sampling method. The data were collected via the School Bullying Scale (Tintorer, 2004), the School Mindfulness Scale (Hoy, Gage, & Tarter, 2006), and the average scores on the Higher Education Transition exam for each school. Path analysis was conducted to enable associating measurement errors in both latent and observed variables. Our study findings show that school bullying negatively affects school mindfulness and academic performance and that school mindfulness positively affects academic performance. In addition, the findings reveal that verbal bullying, consisting of behaviours such as harassing phone calls, taking someone’s money or belongings by force, intimidating actions with violent threats, name calling, racist expressions and teasing, swearing, lying to others or insulting them, is more frequently observed than other bullying types.

Keywords

school bullyingschool mindfulnessschool academic performance
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 30 , Issue 2 , December 2020 , pp. 129 - 145
Check for updates
Copyright
© The Author(s) 2019. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, J.C., & Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 151–173.CrossRefGoogle Scholar
Baldry, A.C. (2004). The impact of direct and indirect bullying on the mental and physical health of Italian youngsters. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 30, 341–355.CrossRefGoogle Scholar
Baumana, S., Rigby, K., & Hoppa, K. (2008). US teachers’ and school counsellors’ strategies for handling school bullying incidents. Educational Psychology, 28, 831–856.Google Scholar
Beale, A.V. (2001). Bullybusters: Using drama to empower students to take a stand against bullying behaviour. Professional School Counselling, 4, 301–306.Google Scholar
Besag, V.E. (1989). Bullies and victims in schools: A guide to understanding and management. Bristol, UK: Open University Press.Google Scholar
Björkqvist, K., Lagerspetz, K., & Kaukiainen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18, 117–127.3.0.CO;2-3>CrossRefGoogle Scholar
Borg, M.G. (1999). The extent and nature of bullying among primary and secondary school children. Educational Research, 41, 131–153.CrossRefGoogle Scholar
Bosworth, K., Espelage, D.L., & Simon, T.R. (1999). Factors associated with bullying behavior in middle school students. The Journal of Early Adolescence, 19, 341–362.CrossRefGoogle Scholar
Brown, K.W., Ryan, R.M., & Creswell, J.D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211–237.CrossRefGoogle Scholar
Brown, K.W. & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 821–848.CrossRefGoogle ScholarPubMed
Carney, A.G. & Merrell, K.W. (2001). Bullying in schools: Perspectives on understanding and preventing an international problem. School Psychology International, 22, 361–382.CrossRefGoogle Scholar
Coloroso, B. (2003). The bully, the bullied, and the bystander: From preschool to high school. How parents and teachers can help break the cycle of violence. New York, NY: Harper Collins.Google Scholar
Duncan, N., & Owens, L. (2011). Bullying, social power and heteronormativity: Girls’ constructions of popularity. Children & Society, 25, 301–316.CrossRefGoogle Scholar
Eisenberg, M.E., Neumark-Sztainer, D., & Perry, C.L. (2003). Peer harassment, school connectedness, and academic achievement. Journal of School Health, 73, 311–316.CrossRefGoogle ScholarPubMed
European Community European Social Fund. (2001). Bullying: A reader for the diploma for Connexions personal advisers. Retrieved from www.connexions.gov.uk Google Scholar
Ferguson, J.K. (2006). The organizational climate of elementary schools and dimensions of school mindfulness: A study of social processes. Unpublished doctoral dissertation, The University of Texas at San Antonio, TX.Google Scholar
FitzGerald, S. (2012). Using mindfulness to build a transformative school culture: A phenomenological study of elementary school principals who create an atmosphere of academic rigor and teacher effectiveness. Unpublished doctoral dissertation, Argosy University, Seattle, WA.Google Scholar
Gage, C.Q. (2003). The meaning and measure of school mindfulness: an exploratory analysis. Unpublished doctoral dissertation, Ohio State University, OH.Google Scholar
Greene, M.B. (2000). Bullying and harassment in schools. In Moser, R.S., and Frantz, C.E. (Eds.) Shocking violence: Youth perpetrators and victims: A multidisciplinary perspective (pp. 71–101), Springfiled, IL: Charles C. Thomas.Google Scholar
Griffin, R.S., & Gross, A.M. (2003). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9, 371–400.Google Scholar
Hanh, T.N. (2008). The miracle of mindfulness: The classic guide to meditation by the world’s most revered master. New York, NY: Random House.Google Scholar
Hicks, J., Jennings, L., Jennings, S., Berry, S., & Green, D.A. (2018). Middle school bullying: Student reported perceptions and prevalence. Journal of Child and Adolescent Counseling, 4, 191–208.CrossRefGoogle Scholar
Hoy, W.K. (2003). An analysis of enabling and mindful school structures: Some theoretical, research and practical considerations. Journal of Educational Administration, 41, 81–109.CrossRefGoogle Scholar
Hoy, W.K., Gage, C.Q. & Tarter, C.J. (2004). Theoretical and empirical foundations of mindful schools. In Hoy, W.K., and Miskel, C. (Eds.), Educational administration, policy, and reform: Research and measurement (pp. 301–335). Greenwich, CN: Information Age.Google Scholar
Hoy, W.K., Gage, C.Q., & Tarter, C.J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42, 231–255.CrossRefGoogle Scholar
Hoy, W.K., & Sweetland, S.R. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational Administration Quarterly, 37, 291–321.CrossRefGoogle Scholar
Jöreskog, K.G., Sörbom, D., Du Toit, S., & Du Toit, M. (2001). LISREL 8: New statistical features. Scientific Software International.Google Scholar
Karadağ, E. (2009). Spiritual leadership and organizational culture: A study of structural equation modeling. Educational Sciences: Theory & Practice, 9, 1391–1405.Google Scholar
Karaman-Kepenekci, Y., & Çınkır, S. (2006). Bullying among Turkish high school students. Child Abuse & Neglect, 30, 193–204.CrossRefGoogle Scholar
Kline, P. (2005). An easy guide to factor analysis. New York, NY: Routledge.Google Scholar
Kumpulainen, K., Rasanen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27, 101–110.CrossRefGoogle Scholar
Langer, E.J. (2000). Mindful learning. Current Directions in Psychological Science, 9, 221–223.CrossRefGoogle Scholar
MacCallum, R.C., Browne, M.W., & Sugawara, H.M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 131–149.CrossRefGoogle Scholar
Marsh, H.W., Balla, J.R., & McDonald, R.P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391–410.CrossRefGoogle Scholar
Martin, J.R. (1997). Mindfulness: A proposed common factor. Journal of Psychotherapy Integration, 7, 291–312.CrossRefGoogle Scholar
Martin, M.O., Mullis, I.V., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Amsterdam, Netherlands: International Association for the Evaluation of Educational Achievement.Google Scholar
Martin, M.O., Mullis, I.V.S., Foy, P., & Hooper, M. (2016a). TIMSS 2015 International results in science. Amsterdam, Netherlands: International Association for the Evaluation of Educational Achievement. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/ Google Scholar
Martin, M.O., Mullis, I.V.S., Foy, P., & Hooper, M. (2016b). TIMSS 2015 international results in mathematics. Amsterdam, Netherlands: International Association for the Evaluation of Educational Achievement. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/ Google Scholar
Martin, M.O., Mullis, I.V., Foy, P., & Stanco, G.M. (2012). TIMSS 2011 international results in science. Amsterdam, Netherlands: International Association for the Evaluation of Educational Achievement.Google Scholar
Melzer-Lange, M., Cohen, R.W., Grossberg, P.M., Matthews, C.K.B., Heuermann, W., Kocs, K.J., Hale, L.J. & Gilmore, C. (2005). Bullying prevention: Wisconsin takes a stand. Wisconsin Medical Journal, 104, 51–61.Google Scholar
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22(Suppl.1), 241–253.CrossRefGoogle ScholarPubMed
Ministry of National Education (MEB). (2017). National education statistics in Turkey. Ankara, Turkey: Author.Google Scholar
Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth. JAMA, 285, 2091–2100.CrossRefGoogle ScholarPubMed
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell.Google Scholar
Pang, N.S.K. (1996). School values and teachers’ feelings: A LISREL model. Journal of Educational Administration, 34, 61–83 CrossRefGoogle Scholar
Pişkin, M. (2002). School bullying: Definition, types, related factors, and strategies to prevent bullying problems. Educational Sciences: Theory & Practice, 2, 531–562.Google Scholar
Pitner, R.O., Moore, H., Capp, G., Astor, R.A., & Benbenishty, R. (2017). Prevention of violence, aggression, and bullying in schools. In Sturmey, P. (Ed.), The Wiley handbook of violence and aggression (vol. 3, pp. 1–13). Hoboken, NJ: John Wiley & Sons.Google Scholar
Rigby, K. (2002). New perspectives on bullying. Philadelphia, PA: Jessica Kingsley Publishers.Google Scholar
Rigby, K. (2007). Bullying in schools: and what to do about it. Melbourne, Australia: Australian Council for Educational Research.Google Scholar
Rigby, K. (2017). Bullying in Australian schools: The perceptions of victims and other students. Social Psychology of Education, 20, 581–600.CrossRefGoogle Scholar
Scarbrough, C.S. (2005). Aspects of school mindfulness and dimensions of faculty trust: social processes in elementary school. Unpublished doctoral dissertation, The University of Texas at San Antonio, TX.Google Scholar
Schumacker, R.E., & Lomax, R.G. (1996). A guide to structural equations modeling. Hillsdale, NJ: Erlbaum.Google Scholar
Siegel, J.D. (2010). The mindful therapist. New York, NY: W.W. Norton & Company.Google Scholar
Smith, P.K., & Thompson, D. (2017). Practical approaches to bullying. London, UK: Routledge.CrossRefGoogle Scholar
Steele, M.M. (2008). Leading high reliability schools: the effects of organizational mindfulness on collective efficacy. Unpublished doctoral dissertation, The University of Texas at San Antonio, TX.Google Scholar
Stoops, T.L. (2005). Understanding mindfulness: implications for instruction and learning. Unpublished doctoral dissertation, West Virginia University, WV.Google Scholar
Thera, N. (1962). The heart of Buddhist meditation. New York, NY: Weiser.Google Scholar
Tintorer, J. (2004). Elementary teachers’ perceptions of and responses to school bullying. Unpublished doctoral dissertation, California State University, CA.Google Scholar
Trungpa, C., & Kohn, M.H. (Eds.). (1976). Foundations of mindfulness. Boulder, CO: Vajradhatu.Google Scholar
Van der Wal, M.F., De Wit, C.A., & Hirasing, R.A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111, 1311–1317.CrossRefGoogle Scholar
Vos, D, Westhuizen, P.C., Menz, P.J. & Ellis, M. (2012). Educators and the quality of their work environment: An analysis of the organizational climate in primary schools. South African Journal of Education, 32, 51–68.CrossRefGoogle Scholar
Watts, D.M. (2009). Enabling school structure, mindfulness, and teacher empowerment: Test of a theory. Unpublished doctoral dissertation, The University of Alabama, AL.Google Scholar
Weick, K.E. & Sutcliffe, K.M. (2001). Managing the unexpected: Resilient performance in an age of uncertainty. San Francisco, CA: Jossey-Bass.Google Scholar
Wildavsky, A. (1988). Searching for safety. Berkeley, CA: University of California Press.Google Scholar
Yücel, C., & Karadağ, E. (2016). TIMSS 2017 Türkiye: Patinajdaki eğitim. Eskişehir, Turkey: Eskişehir Osmangazi University Press.Google Scholar
Yurtal, F., & Cenkseven, F. (2007). Bullying at primary schools: Prevalence and nature. Turkish Psychological Counselling and Guidance Journal, 3, 1–13.Google Scholar