TY  - JOUR
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
JF  - International Journal of Environmental Research and Public Health
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.
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  - https://doi.org/10.3390/ijerph17020420
SN  - 1660-4601
SN  - 1661-7827
VL  - 17
IS  - 2
PB  - MDPI AG
CY  - Basel
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  -