ArticleBMC public health2025
The indirect effects of school bullying on mathematics achievement: the mediating roles of teacher-student relationships, sense of belonging and differences between genders.
Article in BMC public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Latent mathematics attitude profiles among eighth-grade students: associations with school belonging and bullying.Frontiers in psychology · 2026Article
- Uncovering heterogeneity in South African students' mathematics competence: latent profile analysis and multinomial logistic regression.Frontiers in psychology · 2026Article
- The relationship between intellectual curiosity and learning engagement in mathematics among adolescents: an analysis of chain multiple mediating effects.Frontiers in psychology · 2025Article
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3 authors.
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Abstract
backgroundPrevious research paid more attention to the negative effects of the bullying on psychological distress, such as anxiety and depression. However, few studies explored the underlying mechanism between bullying and mathematics achievement. The purpose of this study was to explore the direct and indirect effects of school bullying on mathematics achievement among Chinese eighth grade students.
methodsA two-stage stratified sample design was used to select participants. The participants were all eighth grade students from a city of southwest China and 17,527 adolescents (51.7% boys, M
results(1) There was a direct effect of school bullying on mathematics achievement (β = -0.203, 95%CI: -0.235, -0.171, p < .001); (2) Teacher-student relationships (β = -0.096, 95%CI: -0.115, -0.078, p < .001) and sense of belonging (β = -0.011, 95%CI: -0.021, -0.003, p = .010) played separate mediating roles in the link between school bullying and mathematics achievement; (3) Teacher-student relationships and sense of belonging served as chain mediators between school bullying and mathematics achievement (β = -0.011, 95%CI: -0.021, -0.003, p = .012); (4) Gender moderated the impact of school bullying on mathematics achievement (β = -0.081, p < .001).
conclusionsThese results have implications for educational staff by suggesting that teacher-student relationships and school belonging may be the two pivotal factors that future research should utilize the two factors to develop more evidence-based preventions and interventions. Moreover, more attention should be paid to girls who are victims of bullying.
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