The Effect of Peer Victimization on Learning: Evidence from Hong Kong

The present study looks at how family processes and the classroom norms influence students' employment of learning strategy in junior secondary schools in Hong Kong. It employed an ecological perspective to look at how family factors and classroom factors uniquely and combined to influence stud...

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Bibliographic Details
Published in:Journal of school violence 2008-02, Vol.7 (1), p.43-63
Main Author: Tam, Frank Wai-ming
Format: Article
Language:English
Subjects:
Academic Achievement
Bullying
Chinese
classroom climate
classroom effect
Educational Change
Educational Environment
Effects
Family School Relationship
Foreign Countries
Goal Orientation
Hong Kong
Learning
Learning Strategies
Peer Relationship
Peer victimization
Peers
Questionnaires
Regression (Statistics)
Role
school violence
Schools
Second Language Learning
Secondary School Students
Socioeconomic Background
Socioeconomic factors
Surveys
Victimization
Violence
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Summary:The present study looks at how family processes and the classroom norms influence students' employment of learning strategy in junior secondary schools in Hong Kong. It employed an ecological perspective to look at how family factors and classroom factors uniquely and combined to influence students. Nineteen secondary schools with 948 Secondary 2 students and their family members participated in the cross-sectional survey for the research. Findings of the study suggest that peer victimization norm in the classroom plays a moderating role in the association between socioeconomic background and students' use of achievement strategy in learning Chinese. The result of the research is suggested to have important implications for home-school relations in Hong Kong, as well as the restructuring of the school process to create a more supportive and nurturing environment for learning and teaching.
ISSN:1538-8220
1538-8239
DOI:10.1300/J202v07n01_04