Associations among Adolescents’ Relationships with Parents,Peers, and Teachers, Self-Efficacy, and Willingness toIntervene in Bullying : A Social Cognitive Approach
2020
We applied the Social Cognitive Theory to investigate whether
parent–child relationships, bullying victimization, and
teacher–student relationships are directly as well as
indirectly via self-efficacy in social conflicts associated
with adolescents’ willingness to intervene in a bullying
incident. There were 2071 (51.3% male) adolescents between the
ages of 12 and 17 from 24 schools in Germany who participated
in this study. A mediation test using structural equation
modeling revealed that parent–child relationships, bullying
victimization, and teacher–student relationships were directly
related to adolescents’ self-efficacy in social conflicts.
Further, teacher–student relationships and bullying
victimization were directly associated with adolescents’
willingness to intervene in bullying. Finally, relationships
with parents, peers and teachers were indirectly related to
higher levels of students’ willingness to intervene in bullying
situations due to self-efficacy in social conflicts. Thus, our
analysis confirms the general assumptions of Social Cognitive
Theory and the usefulness of applying its approach to social
conflicts such as bullying situations.
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