Bullying Impact on Student Achievement Term Paper

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The term “bully” generally illustrates a person who uses strength or dominate to harm or frightened those who are weaker. Bully has become a serious issue in Singapore lately. Many teenagers tend to perceive that bullying is fun and it’s just a form of prank they are playing on their classmates, batchmates or on their junior’s. Without realising that it may cause major impacts on both the victim’s psychological and mental well-being. Bullying does not only comply to physical abuse, it can also be identified as abusing an individual verbally. In this paper we are going to take a deeper examination on bullying's psychological influences on student effectiveness in Singapore and glimpse deeper into depressive disorders and nervousness that a sufferer may undergo due to this phenomenon; in both the short-term and long-term. The paper will feature an introduction of the subject, a short literature review, accompanied by methodology, outcomes and results, discussion and recommendations and lastly a summary.

Introduction

In a recent article that was published in Aug 20 during last year, in the Straits Times Paper, shows that Singapore has the third highest rate of bullying globally. A study that was conducted in 2015, students were asked to describe how frequent they were exposed to the six different types of bully that were listed and measured by according to a four-point scale ranging from “never or almost never”. The six different types of bully were: being left out, made fun of, threatened, property taken by other students, being hit or pushed around and having nasty rumours spread about them. According to the results, 18.3% the most common form of bullying was being made fun of ,11.9% of the students said they were left out of things deliberately. Almost 9% of students said that others had spread nasty rumours about them and around the same percentage said that they were being hit or pushed away. Whereas, 4.4% of students said they were threatened by other students. Altogether Singapore had also illustrated that 14.5% students get bullied frequently. From the viewpoint of adulthood, bullying happens to be mean-spirited and unnecessary, however it is sadly a normal element of childhood. (Certainly, even a few grownups have not let go of their behaviour of shaming other people and pressurizing them.) Fortunately, bullying has at long last moved into the media limelight, plus the general public outcry is pushing families, educators, professionals and lawmakers to rise to the occasion and do the right thing. As with every public discussion, this undoubtedly indicates misunderstandings, uncertainty and delusion by the audience. Quite often, in the event the bullying subject comes up in discussions, individuals have far more queries than solutions. This paper will aim to therefore offer insight on the core of the issue.

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In the subsequent section, we are going to begin with the concept of bullying. After that, we shall have a closer glimpse at its psychological influences which can and often do happen, as a result, especially on the learner's academic efficiency.

Literature Review

Based on the research done by Hana Khaled Al-Raqqad, Princess Alia University College and Al Balqa Applied University, Jordan (2017) published that bully is strongly related to an individual’s academic performance. Bullied individual would perceive themselves as weak and are in distress most of the time. Students/ victims would want to avoid being in such situation. Therefore, they would avoid going to school or participating in school activities perceiving that they are not capable of achieving something. Such incidents would lower the individual’s self-esteem. Low self-esteem can reduce an individual’s inability to focus and their willingness to participate in school and classroom based activities. It also makes the bullied individual feel that, the whole world is turning against them. Which could lead one into having suicidal thoughts.

Bullying entails a number of elements:

•The conduct isn't pleasant to the individual who is being bullied.

•It happens amongst school-age kids, so even though bullying might be identified across age-groups, the technical concept of a bully is really a kid who participates in such activity.

•The bully and harassed both know that the bully has much more strength in the scenario, even when other elements are “equal.” Obviously, on several occasions, bullies are larger sized, more powerful, more aged, have much more contacts, etc, which results in a genuine power discrepancy as well as an observed one.

•The bully sometimes repeats his conduct, or their accessibility to the target suggests they are going to have the capacity to repeat the same behaviour (Al-Raqqad et al., 2017).

Cynthia (2014) evaluated bullying influence on student’s overall performance in both short-term and long-term. She discovered that there, happens to be, variations in relationship among bullying levels and educational effectiveness based on student´s academic results. Mundbjerg et al. (2014) evaluated the connection amid bullying in a Denmark school. They discovered that harassed pupils have reduced academic results in 9th grade and that bullying influences are more substantial if it is significantly more extreme.

Ammermueller (2012) discovered that the person who is being bullied carries a considerably unfavourable influence on existing and future students’ overall performance in education. Brank et al. (2012) established that bullying sufferers are fragile, timid, and nervous. They added that the target's overall performance is inadequate in education and makes efforts to stop going to educational courses in….....

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