The Influence Of School Bullying On Academic Performance Of Rural Pupils

Traditionally,parents in China attach great importance to children’s learning and academic performance.Academic achievement refers to the extent to which students,teachers or institutions achieve their short or long-term educational goals and is generally measured in terms of scores/grades.Students in the middle and high-level of primary school,who are facing junior high school entrance examinations,are at an essential stage of their life development in terms of psychological and physical changes,and their academic performance is of great relevance to future development.At the same time,school bullying happens frequently among middle and high-level students of primary schools.Therefore,this study aims to explore the relationship between academic achievement and school bullying in high and middle grades,and the mediating role of academic self-efficacy,in order to provide theoretical and empirical evidence for educational and school management work.This study combines quantitative and qualitative research to explore the relationship between school bullying and academic achievement,and its mediating mechanisms.Using Delaware Bullying Victimization Scale-Student to measure how and to what extent students were being bullied,and the Academic Self-Efficacy Questionnaire developed by Liang and zhou(2000)to measure academic self-efficacy,4-6 grades of primary school students at 540 primary schools in Baoding invited to participate and complete the survey,of which 492 questionnaires were valid.And latest end-of-term scores of the students are collected and analyzed statistically.15 students in this village primary school who had been victims of bullying in school conducted interviews,which were on the basis of teachers.The analysis resulted in the following findings:1.Among rural middle and high school primary school students,speech bullying,body bullying,relationship bullying,academic behavioral efficacy,academic competence efficacy and academic self-efficacy differed significantly in whether students are class officers and in different grades,and not significantly by sex.2.Speech bullying,body bullying and relationship bullying were significant negative predictors of academic achievement among rural middle and high school primary school students.3.Academic self-efficacy is a significant and positive predictor of academic achievement among rural middle and high school primary school students.4.Academic self-efficacy plays a mediate role between speech bullying,body bullying,relationship bullying and academic achievement among rural middle and high school primary school students.This result suggests that school bullying not only negatively affects academic performance but also the inner psychological state of individuals,and has a continuous attrition on it.It prompts educators and school administrators to strengthen the prevention and control of violence and bullying in schools and to provide timely assistance and intervention to individuals who are victims of school bullying,in order to counteract its negative effects.