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It’s a hard-knock life for us : a multilevel analysis on the association between grade retention and being bullied in 25 countries

Timo Van Canegem (UGent) , Mieke Van Houtte (UGent) and Jannick Demanet (UGent)
(2024) RESEARCH PAPERS IN EDUCATION. 39(2). p.181-205
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Abstract
Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition.
Keywords
Education, Grade retention, victimisation, school bullying, cross-national research, multilevel analysis, educational systems, KINDERGARTEN RETENTION, RETAINED STUDENTS, SCHOOL, VICTIMIZATION, ACHIEVEMENT, POLICY, ADOLESCENCE, PREDICTORS, CHILDREN, PUPILS

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Citation

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MLA
Van Canegem, Timo, et al. “It’s a Hard-Knock Life for Us : A Multilevel Analysis on the Association between Grade Retention and Being Bullied in 25 Countries.” RESEARCH PAPERS IN EDUCATION, vol. 39, no. 2, 2024, pp. 181–205, doi:10.1080/02671522.2022.2125050.
APA
Van Canegem, T., Van Houtte, M., & Demanet, J. (2024). It’s a hard-knock life for us : a multilevel analysis on the association between grade retention and being bullied in 25 countries. RESEARCH PAPERS IN EDUCATION, 39(2), 181–205. https://doi.org/10.1080/02671522.2022.2125050
Chicago author-date
Van Canegem, Timo, Mieke Van Houtte, and Jannick Demanet. 2024. “It’s a Hard-Knock Life for Us : A Multilevel Analysis on the Association between Grade Retention and Being Bullied in 25 Countries.” RESEARCH PAPERS IN EDUCATION 39 (2): 181–205. https://doi.org/10.1080/02671522.2022.2125050.
Chicago author-date (all authors)
Van Canegem, Timo, Mieke Van Houtte, and Jannick Demanet. 2024. “It’s a Hard-Knock Life for Us : A Multilevel Analysis on the Association between Grade Retention and Being Bullied in 25 Countries.” RESEARCH PAPERS IN EDUCATION 39 (2): 181–205. doi:10.1080/02671522.2022.2125050.
Vancouver
1.
Van Canegem T, Van Houtte M, Demanet J. It’s a hard-knock life for us : a multilevel analysis on the association between grade retention and being bullied in 25 countries. RESEARCH PAPERS IN EDUCATION. 2024;39(2):181–205.
IEEE
[1]
T. Van Canegem, M. Van Houtte, and J. Demanet, “It’s a hard-knock life for us : a multilevel analysis on the association between grade retention and being bullied in 25 countries,” RESEARCH PAPERS IN EDUCATION, vol. 39, no. 2, pp. 181–205, 2024.
@article{8767739,
  abstract     = {{Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition.}},
  author       = {{Van Canegem, Timo and Van Houtte, Mieke and Demanet, Jannick}},
  issn         = {{0267-1522}},
  journal      = {{RESEARCH PAPERS IN EDUCATION}},
  keywords     = {{Education,Grade retention,victimisation,school bullying,cross-national research,multilevel analysis,educational systems,KINDERGARTEN RETENTION,RETAINED STUDENTS,SCHOOL,VICTIMIZATION,ACHIEVEMENT,POLICY,ADOLESCENCE,PREDICTORS,CHILDREN,PUPILS}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{181--205}},
  title        = {{It’s a hard-knock life for us : a multilevel analysis on the association between grade retention and being bullied in 25 countries}},
  url          = {{http://doi.org/10.1080/02671522.2022.2125050}},
  volume       = {{39}},
  year         = {{2024}},
}

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