Impact of Bullying on School Performance

Authors

  • Vivian dos Santos Queiroz Orellana Universidade Federal do Rio Grande (FURG), Instituto de Ciências Econômicas, Administrativas e Contábeis (ICEAC), Rio Grande, Rio Grande do Sul, Brasil.
    • Graziele Peixoto Souza Universidade Federal do Rio Grande - FURG
      • Pedro Henrique Soares Leivas Universidade Federal do Rio Grande (FURG), Instituto de Ciências Econômicas, Administrativas e Contábeis (ICEAC), Rio Grande, Rio Grande do Sul, Brasil.

        DOI:

        https://doi.org/10.22456/2176-5456.93726

        Keywords:

        Performance escolar, bullying, propensity score matching

        Abstract

        This study aims to evaluate the effects of bullying on the school performance of Brazilian students. The procedure of propensity score matching is used to find students not involved with bullying comparable to those involved with the practice. We use microdata from the National Survey of School Health (PENSE) 2015 in the 9th grade
        of elementary school. The main results indicate that practicing bullying decreased school performance by up 1.9 percent, while being a victim of bullying increased performance by up 2.6 percent. These findings point to the need to identify the groups most likely to commit bullying and develop public policies that promote prevention of this practice.

        Downloads

        Download data is not yet available.

        Downloads

        Published

        2022-03-31

        How to Cite

        Orellana, V. dos S. Q., Souza, G. P., & Leivas, P. H. S. (2022). Impact of Bullying on School Performance. Análise Econômica, 40(81). https://doi.org/10.22456/2176-5456.93726

        Issue

        Vol. 40 No. 81 (2022): Março/2022

        Section

        Artigos

        License

        Copyright (c) 2022 Análise Econômica

        Creative Commons License

        This work is licensed under a Creative Commons Attribution 4.0 International License.

        Direitos Autorais para artigos publicados nesta revista são do autor, com direitos de primeira publicação para a revista. Em virtude da aparecerem nesta revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais e não-comerciais.