Belonging Matters: Pathways from Bullying and Family Support to Reading Literacy among Filipino Adolescents
DOI:
https://doi.org/10.59120/drj.v16i4.469Keywords:
Bullying, family support, reading literacy, school belongingAbstract
Functional illiteracy continues to constrain students’ academic and long-term opportunities in the Philippines. One factor that heightens this risk is bullying, which undermines both psychosocial well-being and academic achievement. This study used 2022 Programme for International Student Assessment (PISA) data to examine whether school belonging mediates the effect of bullying on reading literacy, and whether family support moderates these pathways. A moderated mediation model across ten plausible values, controlling for socioeconomic status, gender, and school risk, showed that bullying was negatively associated with reading literacy, partly through reduced belonging. The negative impact of bullying on belonging was stronger when family support was higher, but family support did not moderate the belonging–literacy link. These findings suggest that while families can buffer psychosocial harm, their role in mitigating bullying’s academic consequences is more complex and context dependent.
Downloads
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Miraluna D. Singco
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
DRJ is an open-access journal and the article's license is CC-BY-NC. This license allows others to distribute, remix, tweak, and build on the author's work, as long as they give credit to the original work. Authors retain the copyright and grant the journal/publisher non-exclusive publishing rights with the work simultaneously licensed under a https://creativecommons.org/licenses/by-nc/4.0/.
