Bullying: reduced when learners feel like they belong in a school
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2018
TITLE AUTHOR(S): L.Winnaar, U.Beku
KEYWORDS: BULLYING, LEARNER PERFORMANCE, SOCIAL EXCLUSION, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-april-june-2018/bullying
Print: HSRC Library: shelf number 10544
HANDLE: 20.500.11910/12693
URI: http://hdl.handle.net/20.500.11910/12693
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2018
TITLE AUTHOR(S): L.Winnaar, U.Beku
KEYWORDS: BULLYING, LEARNER PERFORMANCE, SOCIAL EXCLUSION, TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-april-june-2018/bullying
Print: HSRC Library: shelf number 10544
HANDLE: 20.500.11910/12693
URI: http://hdl.handle.net/20.500.11910/12693
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Research has found that creating a healthy social context within schools is vital for learner success. Are South African schools ensuring that the social needs of learners are met? Based on data from the 2015 Trends in International Mathematics and Science Study (TIMSS), Lolita Winnaar and Unathi Beku examine the association between academic achievement and bullying and investigate social factors linked to bullying in schools.-
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