The purpose of this study was to test the effects of school bullying on school mindfulness and school academic performance through a structural equation model. The study was framed around the correlational design method; school bullying was taken as the independent variable and school mindfulness and school academic performance were used as the dependent variables. The study participants consisted of 156 high school teachers working in three of the schools selected from various school districts by means of the maximum variation sampling method. The data were collected via the School Bullying Scale (Tintorer, 2004), the School Mindfulness Scale (Hoy, Gage, & Tarter, 2006), and the average scores on the Higher Education Transition exam for each school. Path analysis was conducted to enable associating measurement errors in both latent and observed variables. Our study findings show that school bullying negatively affects school mindfulness and academic performance and that school mindfulness positively affects academic performance. In addition, the findings reveal that verbal bullying, consisting of behaviours such as harassing phone calls, taking someone’s money or belongings by force, intimidating actions with violent threats, name calling, racist expressions and teasing, swearing, lying to others or insulting them, is more frequently observed than other bullying types.

中文翻译：

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校园欺凌、学校正念和学校学习成绩：结构方程模型研究

本研究的目的是通过结构方程模型测试学校欺凌对学校正念和学校学习成绩的影响。该研究围绕相关设计方法展开；以校园欺凌为自变量，以学校正念和学校学习成绩为因变量。研究参与者由 156 名高中教师组成，他们在通过最大变异抽样法从各个学区选出的三所学校工作。这些数据是通过学校欺凌量表 (Tintorer, 2004)、学校正念量表 (Hoy, Gage, & Tarter, 2006) 以及每所学校的高等教育过渡考试的平均分数收集的。进行路径分析以使潜在变量和观察变量中的测量误差相关联。我们的研究结果表明，学校欺凌会对学校的正念和学业成绩产生负面影响，而学校的正念会对学业成绩产生积极影响。此外，调查结果显示，言语欺凌包括骚扰电话、强行拿走某人的钱或财物、暴力威胁恐吓行为、辱骂、种族主义表达以及戏弄、咒骂、对他人撒谎或侮辱他人等行为，比其他欺凌类型更常见。