Students’ Willingness to Intervene in Bullying : Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00105127" target="_blank" >RIV/00216224:14230/18:00105127 - isvavai.cz</a>

Result on the web

<a href="https://www.mdpi.com/1660-4601/15/11/2577" target="_blank" >https://www.mdpi.com/1660-4601/15/11/2577</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/ijerph15112577" target="_blank" >10.3390/ijerph15112577</a>

Result language

angličtina

Original language name

Students’ Willingness to Intervene in Bullying : Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy

Original language description

Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50100 - Psychology and cognitive sciences

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

International Journal of Environmental Research and Public Health

ISSN

1660-4601

e-ISSN

1661-7827

Volume of the periodical

15

Issue of the periodical within the volume

11

Country of publishing house

CH - SWITZERLAND

Number of pages

11

Pages from-to

1-11

UT code for WoS article

000451640500251

EID of the result in the Scopus database

2-s2.0-85056719222