Being Bullied at School: The Case of High-Achieving Boys

Autor/inn/en	Bergold, Sebastian; Kasper, Daniel; Wendt, Heike; Steinmayr, Ricarda
Titel	Being Bullied at School: The Case of High-Achieving Boys
Quelle	In: Social Psychology of Education: An International Journal, 23 (2020) 2, S.315-338 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergold, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-019-09539-w
Schlagwörter	Bullying; Victims; Males; Masculinity; Peer Influence; High Achievement; At Risk Students; Gender Differences; Grade 4; Elementary School Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Male; Männliches Geschlecht; Männlichkeit; Geschlechterkonflikt; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Deutschland
Abstract	Bullying victimization has been shown to negatively impact academic achievement. However, under certain circumstances, levels of academic achievement might also be a cause of bullying victimization. Previous research has shown that at least in Western countries, high school engagement is connoted by students as un-masculine. Therefore, high school engagement and achievement in school violate boys', but not girls', peer-group norm. This might put high-achieving boys at higher risk of bullying victimization as compared to high-achieving girls. The present study investigated boys' and girls' risk of bullying victimization, depending on different achievement levels. To this end, representative data of N = 3928 German fourth grade students were analyzed. Results showed that boys among the top-performers and also boys among the worst performers had a markedly higher risk of being bullied than girls showing the same achievement, whereas there were no such risk differences between genders in the average achievement groups. The relation between academic achievement and bullying victimization, features with regard to gender, and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01