EXPLORING BULLYING DYNAMICS FROM GENDER AND ACADEMIC YEAR PERSPECTIVES

Abstract

The present research aimed to analyze the differences between the different bullying categories by gender and academic year in primary and secondary education children, as well as their relationship with academic performance. Our sample consisted of 46 children from 4th grade (n=18) and 5th grade (n=28). They were males (56.52 %) and females (43, 48%) ranging in ages from 9 to 11 years old (mean = 10.67, standard deviation = 0,47). Our findings suggested significant differences in gender and academic year, indicating a greater number of boys in the role of the bully and girls in that of non-bully. The most aggressive pupils were in the 5nd grade (11 years old). Regarding academic performance, statistically significant differences were obtained that confirm the hypothesis that performance or average grade varies according to the category of bullying in which pupils find themselves. We discuss the implications of our findings, taking into account their relevance for remediation and mitigation interventions aimed at promoting psychological well-being when faced with bullying.

Keywords

• academic performance
• academic year
• bullying
• gender
• primary education
• pupils