<?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%">Orhan Kaplan</style></author><author><style face="normal" font="default" size="100%">Mevlüt Kara</style></author><author><style face="normal" font="default" size="100%">Turan Kaçar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF DIGITAL TECHNOLOGY INTEGRATION ON STUDENTS’ CREATIVE THINKING SKILLS: PISA EVIDENCE USING PROPENSITY SCORE MATCHING</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%">comparative analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">digital technology</style></keyword><keyword><style  face="normal" font="default" size="100%">propensity score matching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4499588</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</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%">Identifying elements that enhance student creativity is essential for effective educational design. The rapid adoption of digital educational technologies (DETs) has become a key factor in this process. This study aims to present causal evidence on the impact of teachers’ use of digital technology in education on the creative thinking of 15-year-old students in two countries, characterized by contrasting levels of digital technology integration in upper-secondary school. Propensity score analysis was applied to nationally representative PISA 2022 datasets of Singapore (n=6,606 students in 164 schools) and Morocco (n=6,867 students in 178 schools) to obtain causal estimates conditional on specified confounding factors. This causal inference method, which is infrequently employed in educational research, assesses interventions via observational data, considering temporal precedence, yielding less biased estimates by mitigating disparities between treatment and control groups. The findings showed that DET use at schools did not significantly influence students’ creative thinking in Singapore, and surprisingly, it significantly decreased Moroccan students’ creative thinking. Sensitivity analysis corroborated the robustness of the treatment effect estimates. The generalizability of the results is limited to the genuine educational contexts of the countries. The findings suggest that educational policymakers should be cautious about over-investment and over-reliance on digital technologies without carefully optimizing educational and curricular design for technology-enhanced creativity. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">403-423</style></section></record></records></xml>