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180603s2013 xx |||||o 00| ||eng c |
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|a 10.1016/j.jpolmod.2013.06.002
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|a Does bullying reduce educational achievement? An evaluation using matching estimators
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|c 2013transfer abstract
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|a Using data from the Progress in International Reading Literacy Study (2006-PIRLS) and the Trends in International Mathematics and Science Study (2007-TIMSS), we investigate the determinants and the effect of being a victim of school bullying on educational achievement for Italian students enrolled at the fourth and eighth grade levels. Firstly, we apply an OLS estimator controlling for a number of individual characteristics and school fixed effects. Secondly, in order to attenuate the impact of confounding factors, we use propensity score matching techniques. Our empirical findings based on average treatment effects suggest that being a victim of school bullying has a considerable negative effect on student performance at both the fourth and the eighth grade level. Importantly, the adverse effect of bullying on educational achievement is larger at age 13 than at age 9. Hence, school violence seems to constitute a relevant factor in explaining student performance. Our findings suggest some possible interventions that Italian policy makers should adopt to prevent or reduce bullying behaviors.
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|a Using data from the Progress in International Reading Literacy Study (2006-PIRLS) and the Trends in International Mathematics and Science Study (2007-TIMSS), we investigate the determinants and the effect of being a victim of school bullying on educational achievement for Italian students enrolled at the fourth and eighth grade levels. Firstly, we apply an OLS estimator controlling for a number of individual characteristics and school fixed effects. Secondly, in order to attenuate the impact of confounding factors, we use propensity score matching techniques. Our empirical findings based on average treatment effects suggest that being a victim of school bullying has a considerable negative effect on student performance at both the fourth and the eighth grade level. Importantly, the adverse effect of bullying on educational achievement is larger at age 13 than at age 9. Hence, school violence seems to constitute a relevant factor in explaining student performance. Our findings suggest some possible interventions that Italian policy makers should adopt to prevent or reduce bullying behaviors.
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|i Enthalten in
|n Elsevier
|a Lupberger, J. ELSEVIER
|t 369 EGFR SIGNALING IMPAIRS THE ANTIVIRAL ACTIVITY OF INTERFERON-ALPHA
|d 2013
|d JPMOD : a social science forum of world issues
|g Amsterdam [u.a.]
|w (DE-627)ELV016667247
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| 773 |
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|g volume:35
|g year:2013
|g number:6
|g pages:1057-1078
|g extent:22
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|u https://doi.org/10.1016/j.jpolmod.2013.06.002
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