The Effect of Peer Victimization on Learning Evidence from Hong Kong

• Published in: Journal of school violence Vol. 7; no. 1; pp. 43 - 63
• Main Author: Tam, Frank Wai-ming
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.02.2008; Routledge; Taylor & Francis LLC
• 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; Hong Kong; Hong Kong China; China
• ISSN: 1538-8220; 1538-8239
• DOI: 10.1300/J202v07n01_04

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.