The relationship between school victimisation, bullying, and academic performance among junior high school students: cross-lagged analysis

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.

Differences in stress levels between junior high school students and college students during online learning

The purpose of this study was to test the effects of school bullying on school mindfulness and school academic performance through a structural equation model. The study was framed around the correlational design method; school bullying was taken as the independent variable and school mindfulness and school academic performance were used as the dependent variables. The study participants consisted of 156 high school teachers working in three of the schools selected from various school districts by means of the maximum variation sampling method. The data were collected via the School Bullying Scale (Tintorer, 2004 ), the School Mindfulness Scale (Hoy, Gage, & Tarter, 2006 ), and the average scores on the Higher Education Transition exam for each school. Path analysis was conducted to enable associating measurement errors in both latent and observed variables. Our study findings show that school bullying negatively affects school mindfulness and academic performance and that school mindfulness positively affects academic performance. In addition, the findings reveal that verbal bullying, consisting of behaviours such as harassing phone calls, taking someone’s money or belongings by force, intimidating actions with violent threats, name calling, racist expressions and teasing, swearing, lying to others or insulting them, is more frequently observed than other bullying types.

The primary aim of this study was to investigate the relationship between internal school supervision and students’ academic performance in government-aided secondary schools in Luwero District. The objectives of this study were threefold, namely: (1) to analyze the relationship between classroom visitation and students’ academic performance in these schools; (2) to examine the connection between reviewing teachers’ records of work and students’ academic performance; and (3) to explore the relationship between evaluating students’ work records and their academic performance. A correlational and cross-sectional research design was employed, utilising a quantitative research approach with a sample of 95 respondents. The collected data were presented using frequencies and percentages to illustrate the distribution of respondents across various items. Data were analysed using Pearson’s Linear Correlation Coefficient (PLCC) and regression analysis. The study findings indicated a significant positive relationship between classroom visitation, reviewing teachers’ work records, evaluating students’ work records, and students’ academic performance. The study concluded that all three factors are positively correlated with students’ academic performance. Therefore, researchers recommend that school administrators regularly conduct classroom visitations, review teachers’ work records, and increase the evaluation of students’ work records to enhance academic performance. Consequently, it is essential to implement these practices

Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools

In response to the challenges of the global Education 2030 Agenda (i.e. to guarantee inclusive and equitable quality education for all), this study was designed to ascertain to what extent inclusive education policies are applied in public primary schools in Catalonia (Spain). The objective was to identify the level of inclusion (LI) of the schools through an online questionnaire, and to determine the relationship of LI to the students’ academic performance in the schools, as measured by the Catalan external evaluation exam in their last year of primary education. Our findings showed advances in applying more inclusive education in the 615 participating schools. On ascertaining the LI we classified the schools according to levels of consolidation of inclusive practices, identifying both the most well-established areas and barriers to inclusion. Hence we obtained a wide spectrum of the application of inclusion in the Catalan education system. The study also showed that there was no relationship between inclusive practices and pupils’ academic performance in the schools taking part. The rigour of the procedures used and the breadth of the sample can promote evidence-based practices for the development of policy in the Catalan education system and internationally.

Suicide in men: the time is ripe for active scientific investigations.

This study examined the influence of parental background on students’ academic performance in some public secondary schools in Ankpa Local Government Area (LGA) of Kogi state. The purpose of the study was to find out the parental variables that influence students’ academic performance and the extent of their influence on students in schools specifically junior secondary schools. Two research questions guided the study. An ex-post research design was adopted for the study. The Population consisted of 720 respondents. A sample size of 180 staff was randomly selected from 24 public secondary schools. Parental Background and Academic Performance Questionnaire (PBAPQ) was used as an instrument for data collection. The reliability of the instrument was estimated to be 0.82. Mean and standard deviation was used to analyze the data collected for the study. The results revealed that parental socioeconomic level, marital class, income status of parents, size of the family and parental level of education significantly influenced students’ academic performance in schools. Based on the findings, it was recommended that government should introduce programmes that will boost the socio-economic status of the citizenry, re-enact the policy of one wife with few children amongst the citizens of Nigeria, plan remuneration programmes for the family of one wife and four children and expose both parents and students to guidance and counselling unit of the school for proper orientation about the importance of education.

The main purpose of this study was to examine the correlation between parental involvement (PI) and academic performance (AP) among junior high school (JHS) students in selected schools in Cebu. This study employed a quantitative correlational design. There were thirty (30) JHS students who participated in this research who were identified using a simple random sampling method. Descriptive statistical tools, particularly mean and standard deviation were used to describe the level of PI and AP of the students. Consequently, the Pearson product-moment coefficient of correlation test was run to assess the correlation between PI and AP among JHS students. Based on the findings, it showed that there is a very low negative correlation between the two variables. Thus, there is no significant correlation between PI and AP among JHS students, r (30) = - .06, p = .74. With these results, the null hypothesis was not rejected since the p-value is greater than the significance level, p > .05. Therefore, PI does not affect the AP of the students. Findings suggest that educational staff and administrators be able to identify other factors that influence the AP of the students. Because the scope of this study is restricted within the perception of students towards PI, it would be better for the future studies to let the parents of the students be involved, and their side will be taken into consideration; new variables in the inquiry – motivation and self-competence among students; and to conduct a qualitative or a mixed-method study for future studies about the topic.

This study examines the impact of students' physical appearance on academic outcomes, providing policy recommendations for promoting equity and improving performance in secondary education. Globally, student appearance is an issue that is affecting academic performance. Global education systems consistently tackle the challenges of equity and inclusiveness, and the impact of students' physical appearance on their academic performance has received significant criticism in both developed and developing nations. In today’s globalized world, the relationship that exists between physical appearance and academic performance has gained considerable attention among educators, researchers, and policymakers. This policy brief explores the relationship between physical appearance, perceived beauty, and academic performance in public secondary schools, specifically in Kazo District, Uganda. The analysis emphasizes the aspects stemming from societal, cultural, and economic forces that affect these dynamics and stress their consequences for educational equity and access to education, goals that every nation attempts to attain. Numerous studies indicate that biases associated with physical appearance frequently result in unequal opportunities for students, impacting their self-esteem, peer connections, and overall academic performance in school. To resolve these difficulties, actionable recommendations are proposed, encompassing awareness initiatives, inclusive policies, resource augmentation, and community involvement. By cultivating a supportive educational atmosphere that acknowledges and appreciates diversity in physical appearance, stakeholders can enhance equitable academic performance in school among diverse student learning environments.

Objective: To analyze the current situation of school bullying and related factors in junior high school students in China 2016. Methods: Junior high school students were selected from the 2016 China Education Panel Survey. A total of 6 750 students with completed records of suffering from school bulling, individual characteristics, family environment, and school conditions were selected. Multivariate logistic regression models were used to analyze the related factors of being bullied. Results: A total of 57.29% (3 867/6 750) of students in the past year had suffered from at least one type of school bullying. The proportions of students who suffered from verbal bullying, social bullying, physical bullying and cyber bullying were 49.12% (3 298/6 714), 37.87% (2551/6736), 18.18% (1226/6743), and 13.51% (910/6 735), respectively. According to the logistic regression model, students who were boys, came from ethnic minorities, lived with their mothers only, had frequent quarreling parents, boarded and had experience of school transfer in primary education were more vulnerable to school bullying compared with those who were girls, came from Han nationality, lived with parents, had parents who seldom quarrel, commute to school daily and had no school transfer experience in primary education. The corresponding OR (95%CI) values were 1.86 (1.66-2.08), 1.27 (1.02-1.57), 1.35 (1.13-1.61), 1.49 (1.23-1.81), 1.65 (1.33-2.04), and 1.21 (1.08-1.36), respectively. Students who were the only child, had relatively good health, had mothers with middle school, high school or secondary specialized school education level, had medium or good family economic conditions, had good academic performance, served as class cadres and had good relations with head teachers were less vulnerable to school bullying compared with those who were not the only child, had relatively bad health, had mothers with primary school or below education level, had poor family economic conditions, had poor academic performance, had never been class cadres and had bad relations with head teachers. The corresponding OR (95%CI) values were 0.80 (0.72-0.90), 0.60 (0.48-0.75), 0.74 (0.64-0.85), 0.75 (0.61-0.91), 0.70 (0.69-0.82), 0.64 (0.52-0.79), 0.85 (0.74-0.99), 0.88 (0.79-0.99), and 0.62 (0.55-0.69), respectively. Conclusion: The situation of suffering from school bullying among junior high school students in China is not optimistic. Individual characteristics, family environment and school conditions were all related to school bullying.

Background: Bullying and victimization in schools pose significant threats to students' psychological well-being, academic performance, and overall school climate. In Southern Nigeria, the prevalence and implications of such behaviors require deeper exploration to inform appropriate interventions. Objective: This study aimed to investigate the multifaceted implications of bullying and victimization among secondary school students in Southern Nigeria, focusing on the perspectives of teachers regarding its impact and mitigation strategies. Method: A descriptive research design was employed, with data collected in June 2024 through a convenience sample of secondary school teachers from the region. Participants completed a web-based survey using the validated 42-item Bullying and Victimization Scale (BVS), which measured variables such as age, gender, teaching experience, and educational background. The BVS demonstrated strong reliability, with a Pearson correlation coefficient of r = 0.81 across two administrations. Data were analyzed using descriptive statistics and correlational methods, including Spearman’s rho and Kendall’s tau-b. Result:The findings revealed widespread incidents of bullying and victimization in secondary schools, significantly affecting students’ mental health and academic engagement. Teachers reported a need for improved preventive measures and support structures within schools. Conclusion: Bullying and victimization remain pressing issues in Southern Nigerian secondary schools, necessitating comprehensive interventions to foster safe and supportive educational environments. Contribution: This study underscores the urgency of implementing robust anti-bullying policies, increasing staff supervision, and integrating social-emotional learning into the curriculum. The findings offer actionable insights for educators, policymakers, and stakeholders committed to promoting student welfare and academic success.

The purpose of this study is to understand the current situation of the school bullying behaviors of students in junior high schools in Tainan It also compares the differences among the varied personal, family, and school backgrounds, and explores the relationships between what influences school bullying and being-bullied behaviors and school bullying and being-bullied behaviors. Finally, it analyzes the anticipated facts that influence school bullying and being-bullied behaviors. The subjects in this research were the public and private junior high school students of seventh, eighth, and ninth grade in Tainan City, and the researcher compiled questionnaires -the investigation on the school bullying behaviors of students in junior high school in Tainan City. There were 641 questionnaires given and 639 effective questionnaires were collected. The data was analyzed by using descriptive statistics, the method of Independent t test, One-way ANOVA, Scheffe Posteriori comparison, Pearson Product-moment and multiple regression with SPSS. The findings were as follows: 1. The school bullying behaviors on students of junior high school in Tainan City still exist. 2. There are significant distinctions on the school bullying behaviors in the different personal backgrounds for the students of junior high school in Tainan City, including gender, interpersonal relationship, and academic achievement. 3. There are significant distinctions on the school bullying behaviors in the different family backgrounds for the students of junior high school in Tainan City, including family members, sibling numbers, the harmony of parents' marriage, and parents' discipline. 4. There are significant distinctions in the school bullying behaviors in the different school backgrounds for the students of junior high school in Tainan City, including homeroom teacher's discipline. 5. The whole school bullying behaviors, bullying behaviors and being bullied of students of junior high school in Tainan City are positively related to each aspect- privacy, language, body, and majority. 6. There is significant anticipation of the facts of influencing school bullying behaviors for school bullying behaviors. That means we can use the facts of junior school bullying behaviors to predict the behaviors of school bullying. The facts include interpersonal relationship, homeroom teacher's misinterpretation, gender, the harmony of parents' marriage, family members, and parents' discipline.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School