Correlation Between Bullying Victimization And Academic Achievement

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1. Research hypothesis (pg. 48): The stated, expected results of the study. Hammig and Jozkowski (2013) state that others have hypothesized that “truancy or absence from school due to fear of attending school may modify the effect of the relationship between bullying victimization and academic achievement.” 2. Descriptive statistics (pg. 121): Numbers used to summarize and describe data. The Morrow, Hubbard, and Swift (2014) study includes an excellent example of descriptive statistics. Survey results for participating fifth graders are displayed in Table 2 on page 311. The table is even titled, “Descriptive statistics for raw variables.” The variables are listed on the left-hand side of the table and include items such as physical victimization, verbal victimization, and social manipulation. For each variable, the table summarizes the minimum, maximum, mean, standard deviation, skewness, and alpha values. 3. Measure of central tendency (pg. 124): Single statistical scores obtained by calculating the typical or central value of the entire set of scores. Examples of central tendency are median, mode, and mean. Schwartz, Gorman, Nakamoto, and Toblin’s (2005) research study contains a table showing the mean and standard deviations for twelve variables examined. The variables include peer overt victimization, peer relationship victimization, negative mood, and interpersonal problems. 4. Mean (pgs. 125-126): The average of all scores in
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