In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student— teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation and Development, participants included 27,217 students aged 15 years and 1,087 school principals. Results of multilevel analyses revealed that math achievement was negatively related to school bullying and positively related to S-T connectedness. For boys, there was a significant interaction between bullying and S-T connectedness, suggesting a buffering effect of S-T connectedness on the relationship between school bullying and math achievement. Similar results were evident for reading achievement.
Pour élargir notre compréhension de comment le climat social de l’école peut avoir un impact sur la réussite scolaire, cette étude examine la relation entre l’intimidation à l’école, la relation élève-enseignant et le rendement scolaire. Les données utilisées ont été recueillies au Canada pour une étude internationale plus large menée par l’Organisation de coopération et de développement économiques, les participants incluent 27 217 élèves âgés de 15 ans et 1 087 directeurs d’école. Les résultats des analyses multi-niveaux révèlent que le rendement en mathématiques est négativement relié à l’intimidation à l’école et positivement relié à la relation élève-enseignant. Pour les garçons, il y avait une interaction significative entre l’intimidation et la relation élève-enseignant suggérant un effet tampon de la relation élève-enseignant sur la relation entre l’intimidation à l’école et le rendement en mathématiques. Des résultats similaires ont été observés pour le rendement en lecture.
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