Evidence map›Paper›PMID 42204225›Full record

ArticleScientific reports2026

Fostering psychological safety in classroom assessments: moderated-mediation effects of bullying, gender and counselling.

Theresa Antwi, Patricia Mawusi Amos, Simon Ntumi, John Gabla, Sarah Vivian Davis Chintoh

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Article in Scientific reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Theresa AntwiDepartment of Counselling Psychology, University of Education, Winneba (UEW), Winneba, West Africa, Ghana.
Patricia Mawusi AmosDepartment of Counselling Psychology, University of Education, Winneba (UEW), Winneba, West Africa, Ghana.
Simon NtumiDepartment of Educational Foundations, University of Education, Winneba (UEW), Winneba, West Africa, Ghana. sntumi@uew.edu.gh.ORCID https://orcid.org/0000-0001-7874-4454
John GablaDepartment of Educational Foundations, University of Education, Winneba (UEW), Winneba, West Africa, Ghana.
Sarah Vivian Davis ChintohDepartment of Educational Administration and Management, University of Education, Winneba (UEW), Winneba, West Africa, Ghana.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Given the growing concern about how school-based bullying undermines students' academic success and emotional well-being, especially in high-stakes assessment environments, the study investigated the relationships between bullying frequency, psychological safety during assessments, counselling-based accommodations, and academic performance among senior high school (SHS) students in Ghana, with a focus on gender and regional variations. Guided by Edmondson's (1999) theory of psychological safety, the research employed a quantitative correlational design involving 585 students from 12 public SHSs across Greater Accra, Central, and Ashanti regions. Multivariate statistical techniques were used to test three hypotheses related to direct, indirect, and interaction effects. Findings indicated that psychological safety significantly mediated the relationship between bullying and academic performance (indirect effect = - 0.775, 95% CI [- 1.23, - 0.43]), while the direct effect of bullying on performance became non-significant when psychological safety was controlled (B = 0.02, p = 0.921). Students who perceived higher psychological safety scored significantly higher in academic performance (B = 3.10, p < .001, η

Indexed as

BullyingCounselingStudentsAcademic PerformanceAdolescentFemaleGhanaHumansMalePsychological SafetySchoolsSex FactorsAcademic performanceBullying victimizationCounselling supportGender differencesPsychological safetySenior high school students

Identifiers

PMID42204225
PMCPMC13443947

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LicenceCC BY-NC-ND
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.