TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying BT - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 495 KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - self-efficacy Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-421185 SN - 1866-8364 IS - 495 ER - TY - GEN A1 - Wachs, Sebastian A1 - Görzig, Anke A1 - Wright, Michelle F. A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying BT - A Social Cognitive Approach T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 603 KW - bullying KW - intervention KW - willingness to intervene KW - bullying victimization KW - school KW - parent–child relationship KW - teacher–student relationship KW - self-efficacy Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-445458 SN - 1866-8364 IS - 603 ER -