<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aydın Gürler, S.</style></author><author><style face="normal" font="default" size="100%">Orhan Kaplan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF SCHOOL BULLYING ON SCIENCE ACHIEVEMENT AND COGNITIVE APPRAISALS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive appraisals</style></keyword><keyword><style  face="normal" font="default" size="100%">propensity score analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">school bullying</style></keyword><keyword><style  face="normal" font="default" size="100%">science achievement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4770992</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Despite the social and technological advancements of the 21st century, school bullying remains a significant problem in education systems. Beyond the psychological distress, school bullying affects the mind’s core cognitive appraisals and creates an unfair academic disadvantage to victims. The moral dilemma of random assignment impedes experimental research on bullying, thereby making it difficult to gain insights into the detrimental effects of bullying on victims’ cognitive appraisals and academic outcomes. Propensity score analysis can simulate a quasi-experimental design with balanced groups to overcome this challenge. This study seeks to analyse the prevalence of bullying across nations and to employ propensity score matching (PSM) on a nationally representative TIMSS 2019 dataset to mitigate selection bias in evaluating the effect of bullying on science performance and cognitive appraisals. Descriptive statistics were obtained from 162,365 eighth-grade students in 24 countries. PSM analyses were performed on the Türkiye dataset (4,077 students). Generally, the percentage of high-frequency bullying was associated with lower science achievement across countries. PSM results showed that bullying victimization significantly decreased students’ science achievement and perceived control in learning science. Additionally, a marginally significant positive effect of bullying on perceived value of learning science was found. Similar results from OLS regression and sensitivity analyses provided evidence for the robustness of the estimated effects. Overall, the findings show that bullied students experience cognitive disadvantages. The contributions of these domain-specific findings to control-value theory and its implications for anti-bullying initiatives were discussed.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-26</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Haris Memisevic</style></author><author><style face="normal" font="default" size="100%">Inga Ibralic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCHOOL BULLYING AS A MODERATOR OF GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT: EVIDENCE FROM TIMSS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Bosnia and Herzegovina</style></keyword><keyword><style  face="normal" font="default" size="100%">gender</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics</style></keyword><keyword><style  face="normal" font="default" size="100%">school bullying</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771004</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Trends in International Mathematics and Science Study (TIMSS) provides internationally comparable data on students’ mathematics and science outcomes. The present study examines whether school bullying moderates gender differences in outcomes on the TIMSS mathematics test among fourth-grade students in Bosnia and Herzegovina. The sample consisted of 3,324 fourth-grade students (1,654 girls and 1,670 boys). Mathematics achievement was assessed using TIMSS plausible values, and analyses accounted for the complex survey design using the student sampling weights. Results showed a significant negative association between school bullying and mathematics achievement for both genders, as well as a significant gender × bullying interaction. Boys achieved higher scores at low and moderate levels of bullying, whereas girls outperformed boys under high bullying exposure. This pattern was consistent across all plausible mathematics values. The results suggest that efforts aimed at improving school social climate and reducing bullying may play an important role in promoting both students’ academic achievement and their well-being. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">157-167</style></section></record></records></xml>