@article{ref1,
title="Bullying behavior and school bonding for predicting student engagement among Chilean adolescents",
journal="Journal of school violence",
year="2022",
author="Varela, Jorge J. and Muñoz, Gonzalo J. and Reschly, Amy and Melipillan, Roberto",
volume="21",
number="3",
pages="327-341",
abstract="Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences - particularly bullying behavior as a victim or perpetrator - impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students' cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.<p /> <p>Language: en</p>",
language="en",
issn="1538-8220",
doi="10.1080/15388220.2022.2098501",
url="http://dx.doi.org/10.1080/15388220.2022.2098501"
}