View in EDS

The Relationship between School Belonging, Peer Bullying, Teacher Support, and Academic Performance: A Multigroup Analysis by Gender

Saved in:
Bibliographic Details
Title: The Relationship between School Belonging, Peer Bullying, Teacher Support, and Academic Performance: A Multigroup Analysis by Gender
Language: English
Authors: Nesrin Hark Söylemez (ORCID 0000-0002-6306-5595), Ömer Faruk Söylemez (ORCID 0000-0002-4076-5230)
Source: Psychology in the Schools. 2025 62(10):4344-4360.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Bullying, Sense of Belonging, Peer Relationship, Teacher Role, Academic Achievement, Gender Differences, Foreign Countries, Adolescents
Geographic Terms: Turkey
DOI: 10.1002/pits.70063
ISSN: 0033-3085
1520-6807
Abstract: Academic performance is a complex outcome, driven by both cognitive skills and the emotional connections students form with peers, teachers, and their broader school community. The aim of this study is to examine the relationships between school belonging, peer bullying, teacher support, and academic performance, and to explore the effects of these variables on students' academic performance from a gender perspective. Seven thousand and two hundred fifty Turkish students from 196 schools participating in PISA 2022 were analyzed. Three different scales--school belonging, peer bullying, and teacher support--were developed using the PISA 2022 student survey. Structural equation modeling was used to examine the relationship between constructs and multigroup analysis was used to assess gender-based differences. The findings indicate that school belonging, peer bullying, and teacher support have significant effects on academic performance. Additionally, peer bullying negatively affects school belonging, while teacher support positively influences school belonging and reduces peer bullying. The multigroup analysis reveals that the relationships between school belonging, peer bullying, teacher support, and academic performance differ by gender. By incorporating a gender-based analysis, this study provides understanding of the differential impacts of school belonging, peer bullying, and teacher support on male and female students' academic outcomes. These findings offer practical guidance for developing gender-sensitive educational interventions that support academic success and student well-being.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483517
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1483517
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Relationship between School Belonging, Peer Bullying, Teacher Support, and Academic Performance: A Multigroup Analysis by Gender
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nesrin+Hark+Söylemez%22">Nesrin Hark Söylemez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6306-5595">0000-0002-6306-5595</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ömer+Faruk+Söylemez%22">Ömer Faruk Söylemez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4076-5230">0000-0002-4076-5230</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2025 62(10):4344-4360.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.70063
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Academic performance is a complex outcome, driven by both cognitive skills and the emotional connections students form with peers, teachers, and their broader school community. The aim of this study is to examine the relationships between school belonging, peer bullying, teacher support, and academic performance, and to explore the effects of these variables on students' academic performance from a gender perspective. Seven thousand and two hundred fifty Turkish students from 196 schools participating in PISA 2022 were analyzed. Three different scales--school belonging, peer bullying, and teacher support--were developed using the PISA 2022 student survey. Structural equation modeling was used to examine the relationship between constructs and multigroup analysis was used to assess gender-based differences. The findings indicate that school belonging, peer bullying, and teacher support have significant effects on academic performance. Additionally, peer bullying negatively affects school belonging, while teacher support positively influences school belonging and reduces peer bullying. The multigroup analysis reveals that the relationships between school belonging, peer bullying, teacher support, and academic performance differ by gender. By incorporating a gender-based analysis, this study provides understanding of the differential impacts of school belonging, peer bullying, and teacher support on male and female students' academic outcomes. These findings offer practical guidance for developing gender-sensitive educational interventions that support academic success and student well-being.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1483517
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1483517
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.70063
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 4344
    Subjects:
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: The Relationship between School Belonging, Peer Bullying, Teacher Support, and Academic Performance: A Multigroup Analysis by Gender
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nesrin Hark Söylemez
      – PersonEntity:
          Name:
            NameFull: Ömer Faruk Söylemez
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0033-3085
            – Type: issn-electronic
              Value: 1520-6807
          Numbering:
            – Type: volume
              Value: 62
            – Type: issue
              Value: 10
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
ResultId 1