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The Influence of Bullying Behaviours on Sense of School Connectedness, Motivation and Self-Esteem

Published online by Cambridge University Press:  23 February 2012

Jason L. Skues ,
Everarda G. Cunningham  and
Trilochan Pokharel
Jason L. Skues
Affiliation:
Swinburne University of Technology, Australia.
Everarda G. Cunningham*
Affiliation:
Swinburne University of Technology, Australia. [email protected]
Trilochan Pokharel
Affiliation:
Swinburne University of Technology, Australia.
*
*Address for correspondence: Dr Everarda Cunningham, Divisional Manager of Research and Development, Swinburne University of Technology, Locked Bag 218, Lilydale, Victoria 3140, Australia.
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Abstract

The aim of the current study was to examine how bullying by peers relates to self-esteem, school connectedness and motivation for academic success in an Australian high school. Questionnaires were completed by 975 students across years 7 to 12. As predicted, male students were subjected to more direct forms of bullying than female students. However, contrary to expectations, there were no significant differences between males and females in their reported experience of indirect forms of bullying. Also, students in the lower year levels of high school reported being bullied more frequently than students in high year levels. Findings supported predictions that students who were bullied by their peers at school tended to report having lower levels of self-esteem, feeling less connected to their peers, teachers and school, and being less motivated to perform well at school. These results may have implications for school-based intervention programs that are designed to reduce bullying behaviours.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 15 , Issue 1 , July 2005 , pp. 17 - 26
Copyright
Copyright © Cambridge University Press 2005

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