COES
Bullying, Identity and School Performance: Evidence from Chile
Revista Académica
International Journal of Educational Development
Autores COES:
Otros Autores: Miranda, A., Elaqcua, G., Martínez, M.

This article examines the relationship among bullying, individual's identity, and school performance in Chile. The results indicate that being a bully or a bully-victim increases the probability of being a low performing student. For the case of victims, our results suggest a heterogeneity according students’ ability, decreasing academic achievement for students with below average ability, but increasing it for very high achieving students. We also found that students claiming to belong to a subculture characterized by a defiant attitude towards authority have lower academic achievement. Our results support anti-bullying policies and those attempting to promote student's identities associated with higher academic achievement.

Como citar: Contreras, D.; Miranda, A.;Elaqcua, G.; Martínez, M. (2016). Bullying, Identity and School Performance: Evidence from Chile. International Journal of Educational Development, 51, 147-162. http://dx.doi.org/10.1016/j.ijedudev.2016.09.004
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