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Abstract

Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. https://authors.elsevier.com/a/1VnMT3QACxVuS8

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... Rather than obtaining a global or composite measure of peer victimization, other studies (n = 4) parsed one or more forms of peer victimization, such as physical peer victimization only (Adams and Hannum, 2018), or physical vs. verbal or relational peer victimization (Beran, 2009;Hoglund, 2007;Román and Murillo, 2011). Across the studies, data on peer victimization (i.e., frequency and form) were collected via self-report (e.g., Bully Victimization Scale; Jenkins and Demaray, 2015), teacher-report (e.g., Prevalence of Teasing and Bullying Scale; Lacey et al., 2017), and peer report or nomination (e.g., Participant Role Questionnaire; Turunen et al., 2017). The majority of studies (n = 18) included adolescents' self-report of their own peer victimization. ...
... In contrast, two studies found the relation between poorer reading and increased peer victimization to be a concurrent, rather than predictive, association. Indeed, Turunen et al. (2017) found that adolescents' self-reported reading difficulties were concurrently associated with increased likelihood of being viewed as a victim by peers. The authors also found that reading ability was positively associated with, not predictive of, peer victimization in grades seven and nine (Turunen et al., 2021). ...
... However, what is clearer are differences reported in frequency of peer victimization by sex. Four studies found that males reported more instances of peer victimization than females (Hoglund, 2007;Ladd et al., 2017;Turunen et al., 2017;Wang et al., 2022), and one study found females reported more instances of peer victimization than males (Vaillancourt et al., 2013). Therefore, the majority of studies indicate males self-report more frequency of peer victimization than females. ...
Article
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Peer victimization and literacy failure are on the rise. Yet, there is little understanding of their interplay, particularly during adolescence–a period of heightened sensitivity to social–emotional and academic maladjustment. Guided by the Developmental Cascades Framework, this systematic literature review elucidated how peer victimization and literacy are directly and indirectly linked via negative behaviors, sex, and grade. A total of 21 studies were published between 1993 and 2022 that focused on typically developing 5th- to 8th-graders. Sample sizes ranged from 140 to 86,372 participants. Results indicated a bidirectional connection between increased peer victimization and poorer literacy. Preliminary evidence was found in support of an indirect link via internalizing behaviors, externalizing behaviors, and school engagement, but ambiguous support for the effect of sex. Taken together, adolescents who experience peer victimization are likely to struggle in literacy, as well as exhibit negative behaviors that may only serve to exacerbate this connection.
... Nonetheless, previous research on other childhood bullying risk factors, and namely having LD, has yielded inconsistent results. Some studies reported an association between LD and victimization [39][40][41][42]. Others found that LD was only related to victimization when associated with comorbid disorders, such as ADHD [43], or that LD was unrelated to victimization, but rather other controlled factors such as prior history of victimization emerged as risk factors [44]. ...
... The few existing studies on LD as a bullying risk factor that did control for gender, yielded inconsistent results. While Klomek et al. [43], Rose et al. [46] and Turunen et al. [40] found higher bullying involvement rates for boys compared to girls, Blake et al. [44] found no gender differences. Controlling for gender is important as it could influence bullying involvement overall and involvement in specific bullying roles. ...
... Nonetheless, an overall difference did emerge, wherein boys were more involved in bullying compared to girls. This gender difference is compatible with some past research investigating the role of LD as childhood bullying risk factors (e.g., 40,43,46). In terms of IQ and SES, it is likely that little to no differences in the models were found when they were controlled, because involvement in bullying is influenced by many factors. ...
Article
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Background Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past research on whether learning disorders are childhood bullying risk factors yielded inconsistent results. Methods The current study used path analyses on a representative sample of 2,925 German 3rd and 4th grades to examine whether learning disorders are a direct bullying risk factor, or whether their impact depends on psychiatric comorbidity. More so, the current study sought to examine whether associations differ between children with and without learning disorders, compare different bullying roles (i.e., only victim, only bully, or bully-victim), compare gender, and control for IQ and socioeconomic status. Results Results indicated that learning disorders are not a direct but rather an indirect childhood risk factor for bully-victim involvement, depending on psychiatric comorbidity with internalizing or externalizing disorders. Regarding the comparison between the samples of children with and without learning disorders, an overall difference and a difference in the path between spelling and externalizing disorders emerged. No difference for different bullying roles (i.e., only victim, only bully) emerged. Negligible differences emerged when IQ and socioeconomic status were controlled. An overall gender difference emerged, compatible with past research, indicating higher bullying involvement among boys compared to girls. Conclusion Children with learning disorders are at a higher risk of having psychiatric comorbidity, which in turn renders them at a higher risk of bullying involvement. Implications for bullying interventions and school professionals are deduced.
... This social negative perception can affect children with RD, lowering self-esteem, and causing behavioral problems and social anxiety (Sako, 2016). Moreover, findings on students with RD report that they are less socially competent, use maladaptive strategies (such as withdrawal or aggressiveness) more frequently than their normative peers, and tend to feel excluded at school (Undheim et al., 2011;Turunen et al., 2017). The abovementioned problems can also persist during adulthood (Ghisi et al., 2016). ...
... Related to this, several authors have also found higher victimization rates in children and adolescents with RD than in their normative peers (Humphrey and Mullins, 2004;Turunen et al., 2017). Boyer et al. (2019) reported that bullying victimization correlates with internalizing problems in children with dyslexia. ...
... Boyer et al. (2019) reported that bullying victimization correlates with internalizing problems in children with dyslexia. Moreover, Turunen et al. (2017) associated RD with involvement in bullying as victims, bullies, and bully/victims. In the same study, these authors related a lower social self-concept to victimization, aggressive behavior and poorer school adjustment in children with RD. ...
Article
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Previous studies have shown that teachers and parents of children with language disorders report them to have higher victimization scores, a heightened risk of low-quality friendships and social difficulties, and may be more vulnerable to peer rejection than control peers. However, there are few studies of bullying in children with developmental language disorder (DLD) and reading difficulties (RD), and none has considered the mutual relationships between teacher reports, the perceptions of classmates, and children’s self-reports. We analyzed the experiences of bullying and peer relationships in primary school students with DLD and RD as compared to their age-matched peers using teacher reports, peer reports, and self-reports on victimization. Additionally, we explored how these three perspectives are associated. Results indicated lower levels of peer-rated prosocial skills in DLD and RD students compared to their peers, as well as higher levels of victimization as assessed by peers for students with DLD. In the same line, the teachers’ ratings showed that students with DLD presented poorer social skills, less adaptability, and more withdrawal in social interaction. Contrastingly, self-reports informed of similar rates of interpersonal relationships, social stress, and peer victimization between the three groups. Consequently, we found significant correlations between measures of peer reports and teacher reports that contrasted with the lack of correlations between self and other agents’ reports. These findings stress the importance of using self-reports, peer reports, and teacher reports at the same time to detect bullying situations that might go unnoticed.
... Three research lines are followed on the issue of bullying and SEN, each one characterized by the use of a type of measurement instrument: (1) studies on bullying in a general minor population who are distinguished in terms of having SEN or not [3,25,26,28,29]; (2) specific studies on bullying in minors with SEN [23,27,30]; and (3) studies of diagnosis and clinic observation in cases of SEN that consider bullying experiences (e.g., [31]). ...
... Most studies on bullying based on a general population that discriminate in terms of having SEN or not have used self-report questionnaires derivative from the Olweus Bully/Victim Questionnaire [6] and have focused on the victimization for bullying (e.g., [26]). Some research has used other instruments, using several items or even Likert-type scales of aggression and/or victimization among peers for the report of traditional bullying (e.g., [3,25,29]). ...
... Both in the role of discriminatory bully and discriminatory bully/victim around SEN, boys stood out more than girls. The observed pattern of predominance of boys in the discriminatory aggression around SEN is coherent with some observations carried out in previous studies (e.g., [29,30]). The findings in this study clearly show that intermediate adolescence, between 14 and 16 years old, is the stage of developmental development where there is greater harassment and intimidation around SEN, especially in the roles of victimization and victimized aggressor. ...
Article
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Two important challenges in research on bullying are to have reliable tools to measure traditional bullying and discriminatory bullying related to special educational needs (SEN), and to learn more about their prevalence. We present the validations of two instruments to measure bullying (European Bullying Intervention Project Questionnaire, EBIPQ) and discriminatory bullying with respect to SEN (EBIPQ-Special Education Needs Discrimination version, henceforth EBIPQ-SEND). A total of 17,309 teenagers from Ecuador took part in the study (M = 14.76, SD = 1.65; 49.9% male). The item response theory analyses evidenced accuracy and quality of the measures. The confirmatory factor analyses of the EBIPQ and the EBIPQ-SEND revealed the same two-factor structure-aggression and victimization-regardless of gender, showing optimal fit indexes. We present the results of the prevalence according to the roles of participation in traditional bullying and discriminatory bullying around SEN. Significant gender and age differences were observed for involvement in both phenomena. We also discuss the advantages of applying the EBIPQ and the EBIPQ-SEND to evaluate and diagnose harassment and discriminatory harassment around SEN.
... Only one study, it seems, has used comparison groups and community samples to specifically test the association of self-reported RDs with peer-reported involvement in bullying (Turunen et al., 2017). In a large community sample of elementary and middle school students, it was found that more than one third of those with RDs-compared with only about one fifth of those without-were identified by peers as being bullies, bullied, or both. ...
... After controlling for the grade level (elementary or middle), gender, self-esteem, and math difficulties, RDs were still associated with victimization (i.e., being a victim or a bully/victim). However, because only self-reports of RDs were used by Turunen et al. (2017), it remains to be determined whether RDs that are more objectively measured would produce the same result. ...
... Struggling readers with externalizing/internalizing problems were most often involved in bullying as either bullies, or as bully/victims-the latter being the most maladjusted group (Arseneault et al., 2006;Juvonen, Graham, & Schuster, 2003). Indeed, as Turunen et al. (2017) suggested, RDs may trigger frustration and antisocial behavior in children, and as school becomes increasingly challenging, it starts to become something to be avoided. Such a burden is likely to influence behavior not only toward teachers but also toward peers, resulting in externalizing and acting-out behaviors (Halonen et al., 2006;Morgan et al., 2008), and further bullying others. ...
Article
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School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying.
... Despite these findings, only a few studies have analysed how different levels of interest in reading are associated with involvement in bullying and cyberbullying (Botello, 2016;Rojas et al., 2021;Turunen et al., 2019Turunen et al., , 2017Turunen et al., , 2021. According to Turunen at al. (2019Turunen at al. ( , 2021, victims tend to have decreased reading performance, although temporary. ...
... Meanwhile, Botello (2016) stated that having books at home, parental supervision of schoolwork, and parents who dedicate time to reading positively impact students' performance and book use, especially for victims. However, in the case of the aggressor, they often have low motivation towards academic tasks, especially regarding reading, indcluding the time dedicated for it and its use (Botello, 2016;Rojas et al., 2021;Turunen et al., 2019Turunen et al., , 2017Turunen et al., , 2021. A previous study also confirmed that a lack of fluency and reading comprehension predict involvement in bullying and cyberbullying as aggressors (Turunen et al., 2021). ...
Article
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The most prominent roles played by schoolchildren in bullying and cyberbullying situations are those of aggressors, victims, and bystanders. These roles are characterised by differences in the school environment and their achievements. This study aimed to analyse the differences between the roles of those directly involved in bullying and cyberbullying (aggressors, victims, and bystanders) by examining their attitudes and interest in reading. Participants were 326 primary schoolchildren in Murcia, Spain (M = 8.98, SD = 0.84), of whom 53.1% were girls. A multimodal questionnaire on school interaction was used with an instrument on attitudes and reading interests. A latent profile analysis (LPA) was conducted and showed three profiles: a) low levels of aggressiveness and victimisation, b) high indices of aggressiveness, and c) high indices of victimisation. The results revealed differences in attitudes toward and interest in reading among the various profiles. The findings of the study can help customise educational programs by providing bullying and cyberbullying intervention and prevention methods based on the roles of victims, aggressors, and bystanders and their attitudes toward and interests in reading.
... Se sugiere que una alternativa podría ser una "línea segura" para denunciar el acoso escolar o una solución tecnológica a través de la cual los jóvenes podrían reportar anónimamente los incidentes de acoso escolar. Los maestros deben dar suficiente apoyo a los estudiantes para tener éxito en sus procesos académicos, enfatizar las fortalezas de los estudiantes, y asegurarse de que estas situaciones no los estigmatizan y por lo tanto hacen más vulnerables a la implicación en bullying (Turunen et al. 2017). ...
... Es necesario también, respaldar de forma prioritaria a los colectivos que son especialmente vulnerables al acoso, ya sea por su raza, etnia, discapacidad, género u orientación sexual. Promover interacciones positivas, por ejemplo, con los niños con NEE, podría afectar positivamente la percepción de pares, así como promover una atmósfera de aceptación, y por lo tanto prevenir la victimización y la intimidación en el grupo de pares (Turunen et al. 2017). ...
Chapter
Este capítulo se basa en una investigación que tiene como objetivo explorar los aspectos concernientes a la política pública, al currículo y los desafíos que tiene la enseñanza de inglés en Ecuador con respecto a la superación de la brecha que ha surgido entre las personas que hablan inglés y las que no lo hablan.
... S druge strane, doživljeno vršnjačko nasilje povezano je sa teškoćama u akademskom domenu i socijalnim relacijama, ali i doživljajem učenika da ne pripadaju školi (Yu & Zhao, 2021). Teškoće u ovladavanju čitanjem povećavaju verovatnoću da će učenik biti izložen nasilju, počinilac ili i jedno i drugo, čak i kada se kontrolišu varijable pol, samoefikasnost, trajanje obrazovanja i poznavanje matematike (Turunen, Poskiparta, & Salmivalli, 2017). Doživljeno vršnjačko nasilje može biti faktor koji značajno povećava stopu apsentizma (Yu & Zhao, 2021), a apsentizam je prema pojedinim autorima, značajan i negativan prediktor postignuća u vezi sa čitalačkom pismenošću (Hu, Dong, & Peng, 2022). ...
... Zbog odsustvovanja sa nastave, ovi učenici imaju prekide u radnim navikama i manje prilika za učenje (Gottfried, 2019;Snyder et al., 2009, prema: Jošić, Teodorović i Jakšić, 2021. Takođe, učenici koji trpe vršnjačko nasilje jednom nedeljno pokazuju niža postignuća od učenika koje niko ne maltretira, što je u saglasnosti sa drugim studijama (Turunen, Poskiparta, & Salmivalli, 2017;Yu & Zhao, 2021). ...
... For instance, Aunampai, Widyastari, Chuanwan and Katewongsa (2022) conducted their research on primary school students in Thailand and discovered a direct correlation between higher instances of bullying and significantly decreased levels of happiness among the victims. This finding is not isolated; similar studies, such as the one by Turunen, Poskiparta and Salmivalli (2017), have documented the academic struggles faced by young students in Finland as a direct consequence of bullying. In the United States, Huang (2020) identified a strong association between bullying and increased levels of school-related anxiety among adolescents, further highlighting the pervasive nature of the negative impact of bullying. ...
... This connection highlights that when students experienced a decrease in social bullying, regardless of gender, there was a discernible increase in their reported happiness levels. These outcomes align with prior investigations, emphasizing the pervasive and detrimental effects of physical victimization on students' learning experiences (Turunen et al., 2017), and emotional well-being (Aunampai et al., 2022) shedding light on the urgency of addressing and mitigating such challenges within educational settings. These findings signal a potential opportunity for interventions aimed at reducing physical and social bullying, thereby positively influencing students' anxiety about learning and unhappiness. ...
Article
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This study investigates the intricacies of single-sex education in Pesantren/ Indonesian Islamic boarding schools by examining student social interactions and their impacts on wellbeing and learning outcomes. Using a two-stage-stratified sample of 547 students in single-sex classrooms, notable disparities were revealed through Independent sample t-tests. Boys displayed lower academic achievement and higher incidences of verbal and cyberbullying compared to girls. Multigroup Path analysis emphasized the greater impacts of peer belonging and bullying on girls’ wellbeing and learning outcomes in contrast to boys. Within male classrooms, differences in happiness and learning motivation based on age were observed, indicating heightened positive emotions and enthusiasm for learning among younger male students. The study uncovered intricate relationships between wellbeing and learning attitudes in both groups, highlighting their interconnected nature. These findings underscore the importance of fostering collaborative, supportive, and tailored educational environments in single-gender settings to effectively address gender-specific challenges and promote effective learning.
... Following the reciprocal effects model, we assumed that behavioral problems and school achievement influence each other (Halonen et al., 2006;Kremer et al., 2016;Turunen et al., 2017). However, the present results were surprising and led us to reject Hypothesis 1 and 2 in that reading achievement was rarely related to any behavioral problems, except for emotional problems (direction of effect: reading to emotional problems) and hyperactivity BEHAVIORAL PROBLEMS AND ACHIEVEMENT DEVELOPMENT 25 (direction of effect: hyperactivity to reading). ...
... In addition, specific other symptoms, such as avoidance behaviors during achievement challenges, school absenteeism, and frequent symptoms of illness (e.g., abdominal pain, headaches) may lead to lower class attendance, which in turn negatively affects achievement development (Kulkarni et al., 2021;Turunen et al., 2017). Breslau and colleagues (2011) demonstrated that behavior problems at ages six and eleven independently predicted lower math and reading test scores at age 17. ...
... School achievement, a critical educational outcome that bears significance for students' success at school and their life beyond graduation, has been conceived as both antecedent and consequence of aggressive behavior and victimization. For example, academic difficulties and relatedly, low performance, are easily noticed by classmates and could make students more susceptible to victimization (see e.g., the cross-sectional multi-level study by Turunen et al., 2017 on difficulties in the reading domain at the individual student level). The more common theoretical prediction, however, is that victimization should cause performance decrements, potentially via psychosocial adjustment: Victims experience prolonged severe psychological distress that in turn affects their performance (Nakamoto & Schwartz, 2010;Schwartz et al., 2005). ...
... First, acting aggressively and related problem behaviors might interfere with students' learning, thereby worsening school performance (see e.g., the single-level longitudinal study by Stipek & Miles, 2008). Second, low performance can lead to frustration, which then results in aggressive behavior; conversely, positive evaluations of students' achievement can become incentives for them to behave in socially appropriate ways and thus refrain from showing aggressive behavior (as discussed in Turunen et al., 2017;Wentzel, 1994;Miles & Stipek, 2006). ...
Article
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This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multi-level structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement and social class climate at the individual student level over one year (Sample 1: 665 Austrian preadolescents, 46.62% girls, first wave: mean age = 11.68 years, SD = 0.84). Second, the results from multi-level latent profile analysis revealed relations between aggression and school functioning profiles and allowed identifying distinct latent classes at the classroom level based on the relative frequency of these profiles (Sample 2: 1,639 Austrian preadolescents, 47.59% girls, 11.70 years, SD = 0.86). Aligned with cumulative risk perspectives, aggressor-victims belonged significantly more often to the least adaptive school functioning profile and the less adaptive latent class at the classroom level than uninvolved youth.
... However, compared with mathematics and science, reading might be more strongly associated with school bullying. As showed by Turunen et al. (2017), students with reading difficulties are more likely to be bullied than those with science and mathematics problems. Moreover, it was found that school bullying was negatively associated with student reading achievement for Canadian students, revealed by the analysis of the Canadian sample of the PISA data (Konishi et al., 2010). ...
... However, as the data were cross-sectional, we suspect that bi-directional relationships exist between reading achievement and contextual factors. For example, students with high beginning reading achievement may be more confident in reading later (Chapman & Tunmer, 1997), and lowachieving students in reading are more likely to be bullied (Turunen et al., 2017). However, although causal relationships cannot be concluded from our investigation, these identified significant contextual factors offer insights on how student reading outcomes are shaped by their immediate surroundings, given that bi-directional interactions have the greatest influence on children's development according to the ecological systems theory. ...
Article
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Based upon the ecological perspective and the social cognitive theory, this study examined the role of reading self-efficacy in the associations of contextual factors with reading achievement by establishing an educational ecology of reading. The model included student factors, student/home factors, student/school factors, and school factors of reading. These contextual factors were hypothesised as predictors of reading self-efficacy, which was, in turn, the predictor of reading achievement. The Canadian data of the Progress in International Reading Literacy Study 2016 with 18,624 Grade 4 students from 926 schools were analysed with multilevel structural equation modelling. Results showed that most student- and school-level factors significantly predicted reading self-efficacy, which in turn significantly predicted reading achievement. Home resources for learning and school climate factors showed the strongest associations with reading. The theoretical and practical implications of our findings were discussed.
... An alternative might be a "hotline" for reporting bullying or a technological solution through which young people could anonymously report incidents of bullying. Teachers should provide sufficient support to students to succeed in their academic processes, emphasize students' strengths, and ensure that these situations do not stigmatize them and therefore make them more vulnerable to bullying involvement (Turunen et al., 2017). ...
... It is also necessary to give priority support to groups that are especially vulnerable to harassment, whether because of their race, ethnicity, disability, gender or sexual orientation. Promoting positive interactions, for example, with children with SEN could positively affect peer perception, as well as promote an atmosphere of acceptance, and thus prevent victimisation and bullying in the peer group (Turunen et al., 2017). ...
Book
This publication is the result of collaboration between people and institutions of the project From Tradition to Innovation in Teacher-Training Institutions (TO INN), with reference number 573685-EPP-2016-1-ES-EPP KA2-CBHE-JP, funded by the European Union through the Erasmus+ Key Action 2 Capacity Building programme. It is an initiative coordinated by the University of Barcelona in which 21 Higher Education institutions and one training centre from seven Latin American countries (Colombia, Argentina, Honduras, Mexico, Ecuador, Bolivia and Paraguay) and five EU countries (Spain, Italy, the Netherlands, France and Portugal) participate. The project is based on a systemic approach to Higher Education and aims to promote quality in universities where future teachers and other professionals from the world of education are trained. It aims to strengthen the social dimension, curricular relevance and teacher innovation in the unique formative contexts in order to have an impact on policies and institutional governance. The dimensions involved are articulated in terms of the following axes: culture, citizenship and participation, social cohesion and digital culture. This book is a polyphonic work that responds to complex realities, diverse contexts, academic interests and project objectives, but, above all, it is an example of collaboration and interest in inclusive education, equity and the just development of Higher Education. Its texts are by authors from different institutions and countries who unite their knowledge and interests and provide the encouragement and strength to continue on the path laid out in this international collaboration.
... Se sugiere que una alternativa podría ser una "línea segura" para denunciar el acoso escolar o una solución tecnológica a través de la cual los jóvenes podrían reportar anónimamente los incidentes de acoso escolar. Los maestros deben dar suficiente apoyo a los estudiantes para tener éxito en sus procesos académicos, enfatizar las fortalezas de los estudiantes, y asegurarse de que estas situaciones no los estigmatizan y por lo tanto hacen más vulnerables a la implicación en bullying (Turunen et al. 2017). ...
... Es necesario también, respaldar de forma prioritaria a los colectivos que son especialmente vulnerables al acoso, ya sea por su raza, etnia, discapacidad, género u orientación sexual. Promover interacciones positivas, por ejemplo, con los niños con NEE, podría afectar positivamente la percepción de pares, así como promover una atmósfera de aceptación, y por lo tanto prevenir la victimización y la intimidación en el grupo de pares (Turunen et al. 2017). ...
Book
Full-text available
La educación inclusiva es el esfuerzo para garantizar el acceso a una educación de calidad para todos, independientemente de su estatus social y económico, riqueza familiar, ubicación geográfica, raza, etnia, género, edad, cultura o idioma. Esta es una preocupación de larga data, pero aún muy apremiante en todo el mundo, como señalan inequívocamente los Objetivos de Desarrollo Sostenible de las Naciones Unidas (ODS 4). Este libro reúne una gran cantidad de material sobre tendencias y problemas actuales en la educación inclusiva. Muchos factores y fuerzas están en juego aquí. Algunos residen dentro de los diversos sistemas educativos locales, regionales y nacionales, como los obstáculos en la disponibilidad y calidad del personal docente y la infraestructura educativa, y las formas adecuadas de atenderlos. Pero también hay factores y fuerzas que se originan en el exterior, que conducen a un complejo entrelazado de cuestiones y consideraciones políticas, culturales, económicas, financieras, judiciales, legales y democráticas. Este libro documenta críticamente estas situaciones para el mundo globalizado de hoy. Una característica única es que lo hace en particular desde una perspectiva latinoamericana, cubriendo así una amplia variedad de contextos, pueblos y países (Argentina, Bolivia, Chile, Colombia, Ecuador, Honduras, México, Paraguay), cuyas voces a menudo no son bien escuchadas en las comunidades educativas y académicas internacionales y en los círculos políticos. Como resultado de una colaboración única de más de veinte instituciones de Educación Superior de América Latina con universidades europeas, este volumen presenta el libro en español titulado Cultura, Ciudadanía, Participación-Perspectivas de la Educación Inclusiva, editado por Anna Bon y Mónica Pini, publicado simultáneamente en inglés con la colaboración de Hans Akkermans. La fuerte interacción entre lo local y lo global es sorprendente. Existe una dura lucha en todas partes, local y nacionalmente, para obtener los profesionales adecuados y los recursos de infraestructura necesarios. Como se desprende de los diversos capítulos del libro, se deben tener en cuenta muchos detalles culturales y sociales locales. Al mismo tiempo, del libro surge que en muchos lugares hay una tendencia a la privatización neoliberal y a la comercialización de la educación orientada a las ganancias, que tiende a producir y reproducir desigualdades crecientes en la sociedad que contrarrestan el logro de la inclusión en la educación. Este es solo uno de los aspectos que hacen que las experiencias y perspectivas latinoamericanas sean reconocibles y altamente relevantes a nivel mundial.
... An alternative might be a "hotline" for reporting bullying or a technological solution through which young people could anonymously report incidents of bullying. Teachers should provide sufficient support to students to succeed in their academic processes, emphasize students' strengths, and ensure that these situations do not stigmatize them and therefore make them more vulnerable to bullying involvement (Turunen et al., 2017). ...
... It is also necessary to give priority support to groups that are especially vulnerable to harassment, whether because of their race, ethnicity, disability, gender or sexual orientation. Promoting positive interactions, for example, with children with SEN could positively affect peer perception, as well as promote an atmosphere of acceptance, and thus prevent victimisation and bullying in the peer group (Turunen et al., 2017). ...
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Inclusive education is the endeavor to ensure access to quality education for all - independent of social and economic status, family wealth, geographical location, race, ethnicity, gender, age, culture, or language. This is a longstanding but still very pressing concern world-wide, as the United Nations Sustainable Development Goals (SDG 4) unambiguously point out. This book brings together a wealth of material on current trends and issues in inclusive education. Many factors and forces are at play here. Some reside inside the local, regional and national educational systems, such as obstacles in availability and quality of teaching staff and education infrastructure, and appropriate ways to cater for them. But there are also factors and forces originating from the outside, leading to an intertwined complex of political, cultural, economic, financial, judicial, legal, and democratic issues and considerations. This book critically documents this for today's globalizing world. A unique feature is that it does so in particular from a Latin American perspective, thereby covering a wide variety of contexts, peoples and countries (Argentina, Bolivia, Chile, Colombia, Ecuador, Honduras, Mexico, Paraguay), whose voices are often not well heard in international educational and academic communities and policy circles. Resulting from a unique collaboration of more than twenty Higher Education Institutions from Latin America with European universities, this volume presents the English companion edition of the book in Spanish entitled Cultura, Ciudadanía, Participación - Perspectivas de la Educación Inclusiva, edited by Anna Bon and Mónica Pini, both published simultaneously. The strong interactions between the local and the global are striking. There is a hard struggle everywhere, locally and nationally, to get needed human and infrastructural resources in place. As it emerges from the various chapters of the book, many local cultural and social specifics are to be taken into account. At the same time, it appears that in many places there is a trend of neoliberal privatization and profit-oriented commercialization of education, which tends to produce and reproduce growing inequalities in society that counteract achieving inclusiveness in education. This is only one of the aspects that make the Latin American experiences and perspectives recognizable and highly relevant globally.
... There is increasing evidence showing a high prevalence of peer problems and bullying victimization in children with language (oral and writing) disabilities (Humphrey & Mullins, 2002;Laws et al., 2012;Lloyd-Esenkaya et al., 2020;Mok et al., 2014). Also, reading and oral language difficulties are frequently accompanied by interpersonal problems at school and poor general academic achievement, recognized risk factors for victimization and engaging in bullying behaviors (Aguilar-Mediavilla et al., 2019;St.Clair et al., 2011;Turunen et al., 2017). ...
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Background: Children with Developmental Language Disorder (DLD) and Reading Difficulties (RD) can show more peer relation problems depending on the informant. Aims: (1) To explore bullying victims' categorization, evaluated by self-and peer-reports, in children with DLD and RD; and (2) to assess agreement rates between informants. Method and procedures: Victimization was assessed using a self-report (EBIP-Q) and a peer-report sociogram (CESC) in a sample of 83 participants (9-12 years; 10.5 ± 1.1 years), comprising of DLD (n = 19), RD (n = 32), and Control (n = 32) groups. Outcomes and Results: We found a higher frequency of the rejected sociometric profile in the DLD and RD groups, a higher peer-reported victimization in the DLD group, and more severe self-reported victimization in the DLD and RD groups. Odds of being classified as victimized were higher for self-report except in the DLD group. Informants' agreement was high using the most restrictive EBIP-Q criterion (7 points) for both the Control and the RD groups, being non-significant for the DLD group regardless of the criteria used. Conclusions and Implications: We found a higher victimization risk in children with language difficulties, although self-assessment seems to under-detect children with DLD according to the agreement rates, pointing out the need to combine assessments and informants. What does this paper add?: Several studies have shown that children with DLD or RD obtain higher scores of victimization and score lower on several scales of social skills with continuous data. Although continuous analyses are usual in research, professional decisions are usually based on cutoff criteria more than how high or low a score is in contrast to another group. This is one of the first works that analyses victimization following the cutoff criteria of self and peer assessments that professionals used in the school settings in children with DLD and RD. Our results will raise awareness among school professionals based on the evidence about the high risk of victimization, especially in children with DLD, and the implications of selecting between several measures of victimization, in this group of children. We think that our results would help to better detect and prevent bullying in schools for children with DLD.
... Students with less developed social skills appear to be more susceptible to mental and physical health problems, as they often experience elevated stress and feelings of loneliness (Segrin, 2019). Poor social skills increase the probability of involvement in violence and bullying behaviors (Polan et al., 2013;Turunen et al., 2017) as well as engaging in problematic Internet use (Caplan 2005). Leffert et al. (2010) suggest that the impaired social relationships of children with LD stem primarily from their inclination to interpret friendly gestures from others as more hostile compared to non-disabled peers. ...
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In recent years, there has been a growing recognition of the importance of emotional intelligence (EI) in children's development. For those with a learning disability (LD), developing EI is particularly important, as it can have a positive impact not only on their academic performance but also on their social-emotional development, mental well-being, and physical health. By fostering EI, educators can create a supportive and inclusive learning environment that addresses the unique needs of these students. However, many teachers may face challenges in finding effective ways to foster EI in children with LD. A rapid review was undertaken to offer practical and actionable recommendations for classroom use. These suggestions encompass adapted language tasks and informed communication strategies that teachers can readily apply. By accessing this research, educators can gain valuable tools and guidance to better support the overall growth of their students.
... Studies conducted over the last 40 years revealed that many factors expose children and adolescents to the risk of being victimized by their classmates. Notably, children and adolescents with disabilities are especially vulnerable to bullying [77,78]. The literature on these issues has shown that learning difficulties experienced by children and adolescents with SLDs may also have social consequences. ...
Article
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Bullying is still a widespread social problem that needs serious attention. To date, research on this topic has shown that understanding the phenomenon requires a psychosocial perspective. The primary goal of the study is to identify the factors that contribute to the victimization of students with learning disabilities. The hypothesis is that the victimization experiences of this group of students can be explained by some socio-relational dynamics. Using a mediation model, this study demonstrates that perceived social integration completely mediates the association between the presence of learning disabilities and victimization experiences. This implies that students with learning disabilities are primarily victimized when they are not socially integrated into their class group. The implications for diagnosis and treatment are discussed.
... Perasaan rendah diri yang dirasakan oleh anak dengan disleksia akan mempengaruhi hubungan pertemanannya. Penelitian menyatakan bahwa anak dengan gangguan belajar cenderung untuk terlibat dalam bullying, baik sebagai korban maupun pelaku (Turunen, Poskiparta, & Salmivalli., 2017). Perilaku ini bisa timbul sebagai hasil dari frustrasi yang disebabkan oleh berbagai kesulitan yang dihadapi di sekolah. ...
Article
Dyslexia is the most common specific learning disorder. Around 5% - 15% of elementary school students have dyslexia (APA,2013). Children with dyslexia might appear different at school and tend to get lower academic scores in comparison with theirpeers. Hence, this may increase the possibility for the children with dyslexia to have low self-esteem (Mash & Wolfe, 2016)because their peers’ opinions about them play an important role in affecting their self-esteem (Veenstra et al., 2007, dalamTaylor, Hume, & Welsh, 2010). The aim of this study is to give a representation about the effect of dyslexia to the self-esteemof elementary school students with the expectance to increase the awareness to detect and give early intervention to dyslexicchildren. The research method is literature review using articles obtained online from several databases. There were 5 selectedresearch articles with the criteria of the participants in the study aged between 6 – 12 years old, and the used the instrumentsto measure specific learning disorder and also self-esteem. The result of this literature review shows that dyslexia can affectthe self-esteem of elementary school students.
... Some were ridiculed for their literacy difficulties and others experienced bullying and this had a significant impact on their learning, their social experiences, and their wellbeing. This is consistent with the findings of previous research which has found that learners with reading difficulties are at increased risk of bullying involvement (Turunen et al., 2017). These negative experiences of both teachers and peers appeared to be a result of limited understanding and misconceptions about what their difficulties or diagnosis meant. ...
Thesis
Having basic literacy skills is considered to be fundamental to achieving success in school and positive outcomes across the lifespan. Literacy difficulties impact learners’ access to a full and diverse curriculum and children and young people (CYP) with these difficulties are working considerably below their peers. Thus, the mission to optimise support for these learners to improve their literacy skills is of great importance. The need to involve CYP in matters that affect them has been highlighted through government policy and research. Whilst there has been a drive to improve literacy rates through government strategies, the voices of the CYP at the focus of these developments do not feature. There is, therefore, a need to explore the educational experiences of this group and consult them about the support they feel they should be receiving. In the first chapter of this thesis I introduce the research; I explain my personal interest in the research area, what I wanted to explore, my approach to the research, and what I learned through my research journey. In the second chapter I present my systematic literature review exploring the school experiences of CYP in mainstream school with literacy difficulties. A thematic synthesis of 12 studies identified five overarching themes: experiences of teaching approaches, accommodations, and support with learning; a degree of struggle; the need to belong; being made to feel different; and emotional experience. The findings suggest that, for these learners, what has been key to their experience is how much they feel understood, respected, and included within their school community and how this has impacted both their wellbeing and academic outcomes. However, many of the CYP involved in the reviewed studies were identified as having dyslexia and there appear to be some differences in educational experiences for those with and without this label. Furthermore, these participants were not explicitly asked about the support they feel they should be receiving in school. This highlights a need to further explore the experiences of CYP without a label and consult them for their views about what support should be available in school. In my third chapter, I present the findings of my empirical research where I explored the experiences of this group and asked them to construct their ideal and non-ideal schools. Thematic analysis of interviews and a focus group led to the development of nine overarching themes: making sense of and coping with academic ability; developing awareness; the need for increased school support; what enables learning; impact of the environment; impact of poor teaching; low self-concept; the right support leads to a successful future; and feeling happy and ready to learn. The findings show that, for these learners, the quality of teaching and access to support is key in determining their school experience and future outcomes, but that this group also values having access to a positive learning environment and supportive relationships so that they can experience wellbeing and feel ready to learn.
... Elementary schoolchildren performing well academically should experience greater social-emotional adjustment as well as higher social status and so may be less likely to be victimized (Morgan et al., 2012;Turunen et al., 2019). In contrast, elementary schoolchildren struggling academically or behaviorally should experience lower social-emotional adjustment, greater peer rejection, and lower social status and so be more likely to be victimized (Bellanti & Bierman, 2000;Morgan et al., 2012;Turunen et al., 2017). Children engaging in externalizing problem behaviors may be more disruptive in the classroom as well as physically or verbally aggressive toward others and so 1 3 may become socially isolated and bullied (Reijntjes et al., 2011). ...
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We analyzed a population-based cohort of 11,780 US children to identify risk and protective factors by kindergarten predictive of being frequently verbally, social, reputationally, or physically victimized during the upper elementary grades. We also stratified the analyses by biological sex. Kindergarten children displaying externalizing problem behaviors were at consistently higher risk of being frequently victimized during third–fifth grade (odds ratios [OR] for verbal = 1.82, social = 1.60, reputational = 1.85, physical = 1.67, and total = 1.93). Hispanic children (OR range = 0.51 to 0.68) and those from higher income families (OR range = 0.73 to 0.83) were less likely to experience victimization. Boys were more likely than girls to be physically victimized (OR = 1.38) but less likely to be verbally (OR = 0.83), socially (OR = .66), or reputationally (OR = 0.83) victimized or to experience total victimization (OR = .82). Other variables predictive of increased risks for frequent victimization included having a disability, experiencing cognitively stimulating parenting, and displaying lower academic achievement.
... These results represent a social and motivational index of great impact that may be related to decreased victimization in the classroom. This evidence also supports the findings of Turunen et al. (2017), who demonstrated that bullying interferes with both the victims' and the bullies' learning, coupled with the observation that coercive children show a low preference for academic activities (Cuenca and Mendoza, 2017;, that being a victim is a multifactorial phenomenon, so for its attention and prevention it must be a comprehensive program that includes social skills, self-control, motivation for academic activities, also supervising the establishment of positive interactions with school authorities (teachers, managers, etc.). ...
... It is possible that children with reading difficulties reflect similar patterns of damaged self-esteem and risk of experiencing victimization in school related to their poor reading performance leading to internalizing patterns. Turunen et al. (2017) found increased victimization in children with reading difficulty; those experiencing internalizing difficulties being more likely to experience victimization (Turunen et al., 2019). Over time, this pattern could lead to increased internalizing related to experiences of persistent (early-identified) reading difficulty. ...
Article
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Children with reading difficulty experience stress in school that may put them at risk of negative socio-emotional adjustment involving externalizing or internalizing patterns. It is unclear what factors influence some children to experience externalizing patterns and others internalizing patterns. This study investigated the influences of the age of identification of reading difficulties and coping strategies on socio-emotional adjustment. Data were collected from 31 children with reading difficulty (ages 9 to 12 years), recruited from Winnipeg schools and child-care centres, on measures of coping strategy and socio-emotional adjustment and parent/guardian reported age-of-identification. Direct and indirect process analyses, using percentile bootstrapping, were used to examine mediating effects of coping strategies in the relationship between age-of identification and socio-emotional adjustment. Results showed late-identified children (in Grade 2 or later) were more likely to report using disengagement coping strategies. Early-identified children (before Grade 2) were more likely to report higher internalizing patterns. Evidence for partial mediation by secondary coping strategy on the relationship between age-of-identification and internalizing outcomes was found. No other mediation patterns were found, including indirect effects of age-of-identification on socio-emotional functioning through coping. Although early identification of reading difficulties is associated with greater risk of developing internalizing problems, patterns of coping with reading-related stress have limited influence. Clarifying how age of identification of reading difficulty influences socio-emotional adjustment will help resolve theoretical debates about the experience of reading difficulty as a risk factor for negative socio-emotional adjustment, and will help educators/clinicians to promote struggling readers’ healthy socio-emotional adjustment.
... This creates risks of their being affected by processes of bullying in general. In this context, Turunen et al. (2017) showed that children with reading difficulties are more often affected by bullying (victim, bullies or bully/victim) than children without reading difficulties. The aim of the systematic review of Maïano et al. (2016), which included 11 studies, was to examine bullying perpetration and victimisation of students with intellectual disabilities (ID) more closely. ...
Article
Bullying refers to several aspects of social interaction and communication. As a negative indicator of social inclusion, it has a high impact on students' well-being/health. Therefore, the present paper focuses on bullying of risk groups (gender, migration background, …), the influence of social relations on bullying and its context on school-well-being. 353 secondary school students (Austria) participated. Results indicated that boys were more likely to be bullies as well as victims. Regression analyses indicate that being female and positive teacher-student-relationships are significant predictors of being a bully less often and a positive peer-relationship is a predictor of being a victim less often. A negative correlation was found for both being a bully and being a victim and school-well-being. The findings highlight that social relations rather than being member of a minority group are important factors causing bullying and victimisation. Results will be discussed, taking into account methodological-analytical conditions.
... In 2014, the National Survey of Children's Exposure to Violence (NatSCEV) III found that 39.5% of adolescents aged 14-17 had been physically assaulted in the past year, and a staggering 69.7% had been physically assaulted in their lifetimes [1]. Victims of peer aggression are at greater risk for a multitude of negative mental health outcomes -including anxiety, depression and suicide -and are more likely to abuse substances, exhibit problem behaviors and struggle academically [1], [2], [3], [4]. Adolescents who are victims of peer aggression not only experience negative impacts on psychological, social and emotional well-being, but also face increased risks for perpetrating aggressive behaviors towards others [1], [5], [6]. ...
Article
Objective Victims of peer aggression, categorized broadly as face-to-face aggression (FA) and/or cyber-aggression (CA), are themselves at elevated risk for perpetrating aggressive behavior against others. Studies to date have not formally examined whether experiencing multiple forms of FA or CA is associated with even further increased likelihood of aggressive behavior towards others. Methods Data from the 2014 National Survey of Children’s Exposure to Violence III were analyzed for youth aged 10–17. Based on self-report responses regarding past-year experience, two broad victimization categories were defined: FA (verbal/relational aggression and/or physical assault/intimidation and/or property victimization) and CA (Internet harassment and/or cell-phone harassment). Logistic regression adjusting for age, sex and race/ethnicity compared victim sub-groups against corresponding non-victims with respect to self-report of aggressive behaviors towards others. Results The sample (n = 1959) was 51.3% male and 77.5% White; 39.6% reported >1 form of FA and 7.9% reported >1 form of CA. Whereas victims of physical assault/intimidation or property damage were more likely than non-victims to perpetrate aggression [adjusted odds ratio (aOR) = 4.44 and 5.17, respectively), victims of both were strikingly at greatest risk (aOR = 20.29). Similarly, victims of Internet harassment or cell-phone harassment were more likely than non-victims to perpetrate aggression (aORs = 6.18 and 9.40, respectively), while victims of both were even more likely (aOR = 15.32). Students who experienced >1 form of both FA and CA were the most likely to engage in aggressive behaviors (aOR = 38.03). Conclusion Victims of multiple forms of FA or CA are more likely to perpetrate aggression compared to non-victims and those victimized in fewer ways.
... Current research on school bullying in the Nordic countries represents various disciplines and an immense range of different theoretical and methodological perspectives as well, and can be found in Norway (e.g. Breivik & Olweus, 2015;Olwues, Solberg, & Breivik, 2018;Eriksen, 2018;Ertesvåg & Roland, 2015;Lyng, 2018) Saarento & Salmivalli, 2015;Turunen, Poskiparta, & Salmivalli, 2017), Sweden (e.g. Ekerwald & Säfström, 2012;Forsberg, 2017;Hellström, Persson, & Hagqvist, 2015;Modin et al., 2015;Thornberg, 2018;Thornberg, Wänström, Hong, & Espelage, 2017), Denmark (e.g. ...
... These results represent a social and motivational index of great impact that may be related to decreased victimization in the classroom. This evidence also supports the findings of Turunen et al. (2017), who demonstrated that bullying interferes with both the victims' and the bullies' learning, coupled with the observation that coercive children show a low preference for academic activities (Cuenca and Mendoza, 2017;Santoyo et al., 2017), that being a victim is a multifactorial phenomenon, so for its attention and prevention it must be a comprehensive program that includes social skills, self-control, motivation for academic activities, also supervising the establishment of positive interactions with school authorities (teachers, managers, etc.). ...
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This study applied a systematic observation strategy to identify coercive behavioral patterns in school environments. The aim was to describe stability and change in the behavioral patterns of children identified as victims of bullying. To this end, the following specific objectives were defined: (1) to identify episodes of bullying based on the frequency of negative behaviors received and power imbalances between bully and victim; (2) to describe stability and behavioral changes in student victims based on their social and academic conduct and the aggression they receive from peers and teachers; and (3) to describe the functional mechanisms responsible for the process of social organization (i.e., the Social Effectiveness, Social Responsiveness, and Social Reciprocity Indexes). The sample consisted of nine children identified as victims, nine classified as bullies, and nine matched controls, all elementary school students from the study developed at the National Autonomous University of Mexico files. A multidimensional/idiographic/follow-up observational design was used. Observational data describes asymmetry between victims and bullies based on microanalyses of the reciprocity of their behavioral exchanges. In addition, the behavioral patterns of victimized children were identified in relation to their academic activity and social relationships with peers. A model of coercive reciprocity accurately describes the asymmetry found among bullies, victims, and controls. A reduction in victimization was found to be related to: (1) responsiveness to the initiation of social interactions by peers and teachers; and (2) the time allocated to academic behavior during the study.
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This study examined the association between psychological wellbeing and acquisition of Kiswahili pre-reading skills among pre-primary school children in Tanzania. It employed cross-sectional design and 403 pre-primary school children aged 5–7 years from 12 pre-primary schools in the country. Results revealed that 28% (n = 111) of children had psychological difficulties with conduct problems being the most prevalent among them. Meanwhile, 58% (n = 235) of the studied children scored below average on Kiswahili pre-reading skills test. Results of One-Way ANOVA analysis indicated significant differences in pre-primary school children’s mean scores on the level of psychological wellbeing (F (2,400) = 53.315, p<.001, η² = .210)) and Kiswahili pre-reading skills (F (2,400) = 156.685, p < .001, η² = .439)) between districts. Results of hierarchical regression indicated that internalizing (β = −.09) and externalizing (β = −.21) variables were significantly correlated with acquisition of Kiswahili pre-reading skills (ps<.05). The model variables explained 46% of the variance in pre-primary school children’s acquisition of Kiswahili pre-reading skills. Results confirm that psychological wellbeing significantly influences pre-primary school children’s acquisition of Kiswahili pre-reading skills. The study recommends intervention strategies to enhance pre-primary school children’s psychological wellbeing and Kiswahili pre-reading skills should be devised and implemented.
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We analyzed a population-representative cohort (N=13,611; Mage at kindergarten, first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify kindergarten to second grade factors predictive of being bullies or victims during third to fifth grade. We did so by estimating a block recursive structural equation model (SEM) with three sets of predictors. These were: (a) individual and school socio-demographics; (b) family distress and harsh parenting; and (c) individual behavior and achievement. Relations between each of the included variables and the bullying outcomes were simultaneously estimated within the SEM. Thus, each variable served as a control for estimating the effects of the other variables. We used robust standard errors to account for student clustering within schools. Results indicated that externalizing problem behavior strongly predicted being a bully ([ES] = .56, p<.001) and a victim (ES=.29, p<.001). We observed a negative relation between being Hispanic and being a victim (ES = -.10, p<.001) and a positive relation between being Black and being a bully (ES = .11, p<.001). We also observed statistically significant relations between a family’s socioeconomic status and being a bully (ES = -.08, p<.001) as well as school poverty and being a victim (ES = .07, p<.001). The results advance the field’s limited understanding of risk and protective factors for bullying perpetration or victimization during elementary school and provide additional empirical support for assisting young children already exhibiting externalizing problem behaviors.
Article
Despite the widely acknowledged importance of reading literacy to the success of modern societies, the performance of Indonesian children in reading remains comparatively poor. With reference to interdependence theory by Harold Kelley and John thibaut (1959), which states that social interaction highly influences student outcomes, this study aims to investigate the effects of school climate on Indonesian students' reading achievements. The sample used in this study was the results of 12,098 Indonesian students’ participation in PISA 2018. Data were analysed using SPSS and AMOS software, with several data analyses conducted including a t-test, ANOVA, CFA, and SEM. The results of this study showed that Indonesian female students are significantly better at reading compared to their male counterparts. Based on year levels, students in Grade 11 achieved the highest scores, while surprisingly students in Grade 12 achieved lower scores than their counterparts in Grades 10 and 11. An important finding of this study was related to the effects of disruptive student behavior, which among the variables analysed had the strongest negative effects on reading achievements. Surprisingly, teaching practices, which were hypothesised to have a positive effect on reading performance, instead showed negative direct effects on student performance. However, the tenets of interdependence theory were supported by the finding that strong school communities have significant positive effects on student reading scores.
Technical Report
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Report bullying and cyberbullying in Catalonia (data collected in the school year 2018-2019)
Technical Report
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Estudi sobre l'assetjament i el ciberassetjament a l'educació primària a Catalunya (dades recollides en el curs 2018-2019)
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Students with poor reading skills and reading difficulties (RDs) are at elevated risk for bullying involvement in elementary school, but it is not known whether they are at risk also later in adolescence. This study investigated the longitudinal interplay between reading skills (fluency and comprehension), victimization, and bullying across the transition from elementary to middle school, controlling for externalizing and internalizing problems. The sample consists of 1,824 students (47.3% girls, T1 mean age was 12 years 9 months) from 150 Grade 6 classrooms, whose reading fluency and comprehension, self-reported victimization and bullying, and self-reported externalizing and internalizing problems were measured in Grades 6, 7, and 9. Two cross-lagged panel models with three time-points were fitted to the data separately for reading fluency and comprehension. The results indicated that poorer fluency and comprehension skills in Grade 6 predicted bullying perpetration in Grade 7, and poorer fluency and comprehension skills in Grade 7 predicted bullying perpetration in Grade 9. Neither fluency nor comprehension were longitudinally associated with victimization. The effects of reading skills on bullying perpetration were relatively small and externalizing problems increased the risk for bullying others more than poor reading skills did. However, it is important that those who struggle with reading get academic support in school throughout their school years, and social support when needed.
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The quality of research methods is of high importance for the development of Positive Psychology. This paper aims to evaluate the methodological quality by reviewing current research and previously emerged criticism and then comparing the results to another area of psychology. For this purpose, 250 studies in Positive Psychology and 187 studies in Educational Psychology were analysed using a category system adapted from a work-family research study. Some significant differences were observed. In contrast to Educational Psychology, Positive Psychology used less experimental and laboratory studies and more self-assessment measures. However, there were more similarities than differences between the two areas, e.g. distribution of the cross-sectional and longitudinal studies as well as the simple inferential statistics as the most commonly used technique for analysing data. In summary, the results showed some suggestions for improvement, but the overall quality of research methods in Positive Psychology was estimated as good. Based on the suggested areas for improvement, it is recommended to study more representative samples, apply other methods apart from the self-assessment and use more complex techniques to analyse data when conducting Positive Psychology studies.
Article
Adolescents face many social and academic difficulties which, if not managed properly, can lead to depression. Self-compassion, a kind and caring orientation towards oneself, has emerged as a possible resilience factor alleviating depression. Self-compassion comprises two factors: self-compassion and self-coldness. The present study set out to investigate whether self-compassion weakens or self-coldness strengthens the association between depression and two difficult circumstances: victimization and academic difficulties (ADs). The sample consisted of 2383 students who had recently made the transition to upper secondary education. The study was cross-sectional and employed a hierarchical regression analysis approach. Strongest interactions were followed up with simple slope analysis. Self-compassion (inversely), self-coldness, ADs, and victimization were statistically significant predictors of depression. Self-compassion weakened the association between ADs and depression. The results suggest encountering difficulties in adolescence and depression are related and that self-compassion may moderate the association.
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When studying adolescent development, it is important to consider two key areas that are salient for teens, which are self-concept and peer relations. A secondary analysis of the National Institute of Health and Human Development Study of Early Child Care and Youth Development was conducted to examine the prospective bidirectional associations between self-concept and peer relations. To date, how social development broadly and peer relations in particular (e.g., relational aggression and victimization) affect self-concept domains is not fully understood. Using a large sample (N = 1063; 532 girls; M = 11.14 years; SD = .59) with multiple informants, the present study examined whether fifth grade relational aggression and sixth grade relational victimization was associated with adolescent self-concept in three key domains (i.e., academic, sports, physical appearance). A significant direct effect emerged, such that relational aggression in middle childhood was associated with decreases in academic self-concept and increases in sports self-concept in adolescence. Analyses also revealed that having higher levels of domain specific self-concept led to decreases in relational aggression across the transition to adolescence. The findings highlight the importance of examining bidirectional prospective associations between relational aggression, relational victimization, and domain specific self-concept. Implications for future research and clinical intervention are discussed.
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INTRODUCCION. La diversidad de capacidades y exigencias que acoge la escuela es un reto vigente. Como uno de los principales contextos implicados en el desarrollo psicosocial de los jovenes, la escuela debe favorecer competencias sociopersonales como el autoconcepto y la inteligencia emocional para facilitar la adaptacion de los jovenes a un entorno educativo cambiante. El objetivo de este estudio es analizar la capacidad predictiva del autoconcepto multidimensional (fisico, social, personal, academico y general) y la inteligencia emocional (atencion, claridad y reparacion) en el ajuste escolar percibido. METODO . La muestra esta compuesta por 1.543 adolescentes, 728 chicos (47,18%) y 815 chicas (52,81%) entre los 12 y los 18 anos (Medad = 14.24 y DT = 1.63) de centros publicos y privados de Educacion Secundaria de la Comunidad Autonoma Vasca. La informacion recogida se basa en tres autoinformes que miden las percepciones que tienen los participantes de su autoconcepto, sus capacidades emocionales y su ajuste escolar. Los analisis estadisticos se realizan a traves del programa estadistico SPSS 21 para Windows. RESULTADOS. Los resultados indican que en la muestra masculina las escalas de reparacion emocional, autoconcepto academico, autoconcepto social y autoconcepto general predicen significativamente el ajuste escolar de los adolescentes. En la muestra femenina, unicamente las escalas academica, personal y general del autoconcepto predicen significativamente el ajuste escolar. DISCUSION. Estos resultados senalan la mayor importancia del autoconcepto en el ajuste escolar adolescente en comparacion a la inteligencia emocional percibida.
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Although much is known about bully-victims, children who bully others and are victimized by others, the forms of bullying they employ and experience have received little attention. The present study examined the extent to which bully-victims (in comparison to pure bullies and pure victims) are perpetrators and targets of verbal, physical, indirect, and cyber bullying. The sample included 19,869 students from grades 1 to 8 (7 to 15 years of age). Bully-victims (whether identified by self- or peer-reports) perpetrated significantly more physical and verbal bullying than pure bullies. They also tended to score higher than bullies in cyberbullying, but not in indirect bullying. With respect to victimization, bully-victims were more frequent targets of all four forms of victimization than pure victims. The frequent victimization experiences of bully-victims may be one factor contributing to their high maladjustment reported in the literature. Challenges for teacher training and bullying interventions are discussed.
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Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of a total of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self-concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed.
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This study investigated the effectiveness of the KiVa Antibullying Program in two samples of students, one from Grades 1–3 (7–9 years old, N � 6,927) and the other from Grades 7–9 (13–15 years old, N � 16, 503). The Grades 1–3 students were located in 74 schools and Grades 7–9 students in 73 schools that were randomly assigned to intervention and control conditions. Multilevel regression analyses revealed that after 9 months of implementation, the intervention had beneficial effects in Grades 1–3 on self-reported victimization and bullying (odds ratios � 1.5), with some differential effects by gender. In Grades 7–9, statistically significant positive results were obtained on 5 of 7 criterion variables, but results often depended on gender and sometimes age. The effects were largest for boys’ peer reports: bullying, assisting the bully, and reinforcing the bully (Cohen’s ds 0.11– 0.19). Overall, the findings from the present study and from a previous study for Grades 4–6 (Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al., 2011) indicate that the KiVa program is effective in reducing bullying and victimization in Grades 1–6, but the results are more mixed in Grades 7–9. Keywords: bullying, victimization, prevention, intervention, evaluation Supplemental materials: http://dx.doi.org/10.1037/a0030417.supp
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International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the Univer-sity of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting be-haviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.
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Bullying perpetration and victimization have become pervasive problems in American schools. Recent research suggests a causal association between prolonged periods of victimization and overt acts of school violence. These findings are germane to students with disabilities in light of evidence suggesting these students are victimized more often than typically developing peers. The purpose of this review is to provide special educators with an overview of definitions and issues related to bullying perpetration and victimization and to synthesize research on this topic as it pertains to students with disabilities by disability type, personal characteristics, and educational placement. It was concluded that additional research is needed on prevalence and types of bullying, factors related to perpetration or victimization, and appropriate school-based interventions for special needs populations.
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In this study, the authors explored the effect of prereading skills at the start of kindergarten and change in skills during kindergarten on response to Tier I (universal) Schoolwide Positive Behavior Support in Grade 5. A longitudinal data set of 473 students, including Dynamic Indicators of Basic Early Literacy Skills measures at the start, middle, and end of kindergarten and office discipline referrals in Grade 5, was used to determine whether reading skills at school entry or change in reading skills over the course of kindergarten were more predictive of chronic problem behavior in Grade 5. Results of logistic regression analyses indicated that low initial phonological awareness predicted problem behavior, but including skill growth in the model resulted in significantly improved and more accurate prediction. Results are discussed in terms of early screening and intervention and reducing risk for problem behavior through quality Tier I reading instruction in kindergarten.
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In 15–16 year olds from Oslo, Norway, we investigated the occurrence of self‐reported dyslexia and reading/writing difficulties (RWD), and we measured dyslexic symptoms using the Duvan dyslexia screening test. The prevalence of self‐reported dyslexia was 8.2%, while 10.4% reported severe or moderate RWD. The group of self‐reported dyslexics obtained lower mean‐values on Duvan than the non‐dyslexic group (125.7 [SD = 20.2] versus 153.2 [SD = 23.4]), but not on the test of general ability. The questionnaire items on dyslexia and RWD, as well as gender, ethnicity and general ability, significantly predicted Duvan scores (explained variance, R 2 = 0.25). More research is needed to explore the precision of Duvan as a screening tool for dyslexic symptoms among Norwegian adolescents.
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In the present study of Norwegian adolescents aged 12–15 years, adolescents with reading difficulties (RD) were compared with adolescents without RD on emotional and behavioral problems. Of this group, 191 (7.8%) adolescents reported having RD at T1. At both time points, when compared with the non-RD group, those in the RD group had significantly higher internalizing and externalizing scale scores, a greater number of total problems, and higher scores on all subscales of the YSR. The number of social problems decreased from T1 to T2 for both groups. While externalizing scale scores did not change for the RD group, these problems increased for adolescents without RD. Having RD predicted higher levels of social problems after one year in multivariate analysis controlled for other problems and confounding variables.
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The authors propose an alternative conceptualization of the developmental dyslexias, the double-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the presence of 2 single-deficit subtypes with more limited reading impairments and 1 double-deficit subtype with more pervasive and severe impairments. Naming-speed and phonological-awareness variables contribute uniquely to different aspects of reading according to this conception, with a model of visual letter naming illustrating both the multicomponential nature of naming speed and why naming speed should not be subsumed under phonological processes. Two hypotheses concerning relationships between naming-speed processes and reading are considered. The implications of processing speed as a second core deficit in dyslexia are described for diagnosis and intervention. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Learning disabled (LD) children's self-perceptions were investigated using the Perceived Competence Scale for Children. This self-report instrument taps children's perceptions of their scholastic and athletic competence, social acceptance, and feelings of global self-worth. Participants in the study were 86 students in Grades 3–8 who attended a public school LD resource room. Results indicated that social comparison processes play an important role in the formation of LD students' perceived academic competence. LD students perceived themselves as becoming less academically competent across the grade span tested when they compared themselves with normally achieving students in their regular classes. When they compared their abilities with LD peers in their resource room, they maintained high perceptions of their own academic competence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions. Children who received the intensive prereading intervention showed statistically and educationally significant gains in their beginning reading skills relative to their counterparts in the nonspecific treatment condition. In contrast, improvements in teacher ratings of the classroom competence, emotional and behavioral self-control, and self-confidence of children in the experimental and nonspecific treatment conditions were not statistically significant from one another.
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Peer victimization among schoolchildren is a common problem that predicts serious maladjustment. In this article, the authors define peer victimization, provide a brief overview of the history of research on the topic, and review prevalence rates, common measurement approaches, and the correlates of peer victimization. This review leads to recommendations for empirically based assessment and intervention. Finally, the authors highlight directions for future research. In this article, we focus on peer victimization, which involves the receipt of any act of aggres-sion from similar-age peers, as opposed to vic-timization from parents or other adults, siblings, or aspecific members of the community (Finkel-hor & Dziuba-Leatherman, 1994). The forms of aggression children might experience include physical (e.g., being hit), verbal (e.g., being called names), and relational (e.g., having neg-ative gossip about oneself spread; Archer & Coyne, 2005; Card, Stucky, Sawalani, & Little, in press). Aggression also serves different func-tions, with some acts being instrumental (aimed at obtaining social or material rewards) and others reactive (an angry response to perceived threats; Card & Little, 2006). Although these distinctions are useful in understanding aggressive behavior, we focus on general features of peer victimization here because individual differences in tendencies to be victimized in various ways are highly correlated, and the antecedents and conse-quences have not been convincingly shown to differ by victimization type. Thus, our general treatment should provide information relevant to all types of victimization.
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We examined bullying and victimization in 5th grade classrooms in relation to students’ education status and peer group membership. The sample consisted of 484 participants (258 girls, 226 boys), including 369 general education students, 74 academically gifted students, and 41 students with mild disabilities. Students with mild disabilities were more likely to be perceived as being bullies by both teachers and peers. Teachers also rated students with mild disabilities significantly higher for being bullied by peers. Academically gifted students were rated by teachers as the lowest for both bullying and being bullied. Associating with aggressive or perceived-popular peers increased the likelihood of being perceived as a bully. Social isolates were more likely to be bullied than students who did not associate with perceived-popular peers who, in turn, were more likely to be bullied than students who associated with perceived-popular peers. Students with mild disabilities who had aggressive and perceived-popular associates had more peer nominations for bullying than all others. In contrast, students in general education with neither aggressive nor perceived-popular associates had the fewest peer nominations for bullying. We discuss implications for research and intervention.
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This study used a nonequivalent group design to evaluate the impact of an emergent literacy intervention on preschool children identified with early reading difficulties. Thirty-five children were compared with 39 typically developing classroom peers on various reading measures in a community-based project-"Mission I'm Possible" (MIP), instigated by a major children's hospital for children with developmental delays. A unique and key feature of MIP is the anchor of a learning support educator to support the child and the teacher in the classroom after completion of a one-on-one pullout literacy intervention conducted over 10 weekly sessions. At pretest, these children lagged behind their peers in most emergent reading tasks. At posttest, they made a mean gain of 11 months across various tasks that involved vocabulary, prereading and reading performances, and written language. No significant differences were found in aspects of their receptive and expressive language. Parents reported significant improvement in their children's prosocial behavior but not in other aspects of social and behavioral functioning. The findings reiterated that of early intervention programs in the West, demonstrating the malleability of young children's learning capacities despite developmental delays. Implications of the findings on the literacy development of such children are discussed.
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This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2). The findings indicated that children with dyslexia were already rated as having poorer social skills and being more inattentive than were typical readers before their entry into school. Significant interactions of gender and diagnosis of dyslexia emerged for social skills and inattention. The social skills of boys with dyslexia improved after school entry as compared to the level of girls without dyslexia, whereas the social skills of girls with dyslexia did not improve. Boys with dyslexia were rated as showing a high level of inattention both prior to and after school entry, whereas, for girls with dyslexia, inattention ratings increased after school entry, eventually matching the boys' levels. Copyright © 2014 John Wiley & Sons, Ltd.
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Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals.
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This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students’ risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three control variables: nonverbal ability, level of parental education, and gender. Measures in grades 1–3 included environmental protective factors: classmate reports of peer acceptance; teacher reports of positive affect for the student; and mother, father, and teacher reports of partnership between the home and the school. The students were also tested on their reading fluency in grade 4. The results showed, first, that environmental protective factors, namely, high levels of peer acceptance and positive teacher affect, uniquely predicted students’ improved reading fluency in grade 4, after controlling for RD risk, nonverbal ability, level of parental education, and gender. Second, when controlling for the effects of single environmental protective factors, a higher overall number of environmental protective factors predicted students’ improved reading fluency in grade 4. Third, RD risk predicted lower peer acceptance, less positive teacher affect, and lower parent–teacher partnership in grades 1–3. Finally, the effect of RD risk on subsequent reading fluency was partially mediated through the overall number of protective factors in the student’s interpersonal environment.
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Twenty-seven Dutch adults (ages 20-39) with dyslexia participated in individual in-depth interviews about the way they coped with their life and their disability. The interviews were transcribed verbatim and qualitatively and quantitatively analyzed. Most participants felt a strong impact of the dyslexia on daily life and experienced many educational and career problems. School memories were mostly negative, but family relations were predominantly felt as positive and supportive. Parent-school cooperation was perceived as almost nonexistent. Many respondents reported social and emotional problems, but still perceived themselves as persevering and responsible. Parental support appeared to be a powerful predictor of adult adjustment and well-being. Those with positive elementary school experiences were more accepting of their disability. Some implications for parents and schools are discussed.
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This study investigated whether students with learning difficulties (LDs) attending inclusive schools that eschewed segregated “pull out” programs reported more incidents of being bullied than their peers without LDs. Cognitive and self-perception factors associated with reports of peer victimization were also explored. Participants were 13 Grade 5 students with LDs and 14 classmates without LDs, matched on gender. Results showed that students with LDs self-reported significantly more incidents of being bullied than students without LDs. After statistical controls for group differences in receptive vocabulary, differences in bullying were no longer significant. Results suggest first that children with LDs in inclusive schools that eschew pull-out programs may still experience significant bullying. Second, the link between LDs, peer rejection, and victimization may reflect the social impact of language difficulties. Implications for reducing peer victimization in inclusive settings are discussed.
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Teacher ratings were obtained of bullying and other behaviour of 121 children aged 8-12, including 20 children with learning difficulties (LD). Peer nominations were also obtained for 55 of these (15 LD and 40 non-LD). Correlations between teacher ratings and peer nominations were significant for non-LD children but not for children with LD. Teachers and peers scored children with LD higher on victim and shy behaviour and non-LD children higher on leadership and cooperative behaviours. Bullying others was positively related to being disruptive and starting fights by both teachers and peers, and negatively related to being coooperative by teachers. Peers significantly associated being a victim of bullying with shy and help seeking behaviours, while teachers associated victims with fighting, being disruptive and being less cooperative. These differences were related to the children's LD status. Implications for substituting one measure for another when assessing children at risk for adjustment problems, especially children with LD, are discussed.
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This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1 measures included sociometric peer assessment and teachers' self-ratings of their supportiveness in the classroom, together with information on class size and teaching experience. The results showed, first, that the studied social and learning risk factors positively predicted peer rejection in grade 1. Moreover, teacher-reported supportive classroom climate in grade 1 protected children against the detrimental impact of RD risk on peer rejection. Smaller class size, in turn, served as a protective factor against the detrimental impact of social withdrawal on peer rejection. Finally, shorter teaching experience protected against both social and learning risk factors.
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Selected cognitive developments presumed to mediate the development of achievement motivation are described. 4 levels of reasoning or causal schemes involving the concepts of effort and ability were isolated and age trends from 5 to 13 years presented. The developments of capacity to infer ability required by tasks of different difficulty levels and the belief that more difficult tasks have greater incentive value of success were described. These achievements occurred at about the same time as the development of the second level of reasoning about effort and ability. It is suggested that these findings help account for certain developmental changes in achievement behavior. Perception of own academic attainment was less closely related to attainment in young children than older children. The age changes in perception of own attainment and causal schemes are held to be likely to contribute to age increases in the stability of individual differences in achievement behavior and academic attainment. The educational implications of the study are noted.
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Self-concept and self-esteem in two groups of dyslexic children (mainstream placement and SpLD unit placement, total N=63) were examined. Interviews and a questionnaire (the SDQ-1) were utilised, giving a mix of qualitative and quantitative data. Where appropriate, a control group of 57 children without learning difficulties was assimilated into the research design. The main findings were that the presence of dyslexia produced marked effects on the self-concept and self-esteem of children, although this was more apparent in the participants attending mainstream schools than those in SpLD units. The qualitative data revealed that children with dyslexia felt isolated and excluded in their schools, and that, typically, up to half were regularly teased or bullied. The findings were related to self-concept and self-esteem theory, and current educational practice. The limitations in terms of research design and analysis were also noted.
Article
This paper presents a meta-analytic review of 33 studies, with a total of 29 552 participants, that examined the concurrent association between peer victimization and academic achievement. The results revealed a small but significant negative correlation between peer victimization and academic achievement under both the random-effects model (r=−.12, p < .001) and the fixed-effects model (r=−.10, p < .001). Factors that moderated the strength of this association across studies include the peer victimization informant, the indicator of academic achievement, whether there was shared method variance, and the national setting of the study. An exploratory analysis revealed that the strength of the correlations did not differ for boys and girls. The results help resolve the conflicting findings in the existing literature and suggest the need for further investigation into the association between peer victimization and academic achievement.
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Abstract— The sociometric status and behaviour of 179 children aged 8 0–12.0 years, including 36 children with learning disabilities, were examined Compared to non-LD children, more LD children were rejected and fewer were popular LD children were nominated as shy, seeking help and as victims of bullying significantly more than non-LD children, fewer were nominated as cooperative or as a leader. Aggressive behaviours did not distinguish the two groups. Teacher scores of LD children's behaviour were not related to peer nominations, although those of non-LD children were Findings are discussed in relation to the role of social cognitive deficits in LD children's relationships with peers.
Article
Perceived bullying experiences, fear of school violence, and social support were investigated in 24 students with disabilities (SWD) in self-contained special education classes and 24 peers with no known disabilities (Peers) who participated in a pilot recreation-focused inclusion program, Peer EXPRESS. Middle and high school students were invited 10 and 34weeks after the beginning of school to complete the Reynolds’s Bully Victimization Scale (BVS) and School Violence Anxiety Scale (SVAS) and Harter’s Social Support Scale (HSS). Significantly higher rates of perceived victimization by peers and greater anxiety about multiple forms of peer victimization were noted among SWD both before and after the supplemental inclusion intervention. Although paired t-tests showed significant declines in SWD reports of victimization and anxiety over 24weeks in Peer EXPRESS, declines were not great enough to eliminate the SWD-Peer discrepancy or substantially change perceived social support. Implications for students’ personal safety and inclusive programming are discussed.
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This paper elaborates on the components of a working definition of developmental dyslexia. It follows the general format of a paper by Lyon published in Annals of Dyslexia in 1995, which elaborated on a working definition proposed in 1994 (Lyon, 1995). The current definition agreed on by the work group updates and expands on the working definition from 1994.