The relation of school achievement with self-esteem and bullying in Chilean children

Abstract Self-esteem and bullying academic achievement measures are related in Western countries. However, evidence from other culture spaces is extremely sparse. To fill this gap, here, we analyze a wide range of relevant 8,381 8- to 12-year-old Latin American children enrolled the Early Childhood Longitudinal Survey Chile. We considered relationship math achievement, receptive vocabulary, Grade Point Average (GPA), self-esteem bullying. found positive relationships between most measures, negative Unlike international literature, stronger GPA, weaker GPA. Findings suggest that children’s learning their experiences at school connected. Results provide useful information for stakeholders.