Students’ Willingness to Intervene in Bullying
- 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 withAlthough 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.…
Author details: | Sebastian WachsORCiDGND, Ludwig BilzORCiDGND, Saskia M. Fischer, Wilfried SchubarthORCiDGND, Michelle F. WrightORCiDGND |
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DOI: | https://doi.org/10.3390/ijerph15112577 |
ISSN: | 1660-4601 |
ISSN: | 1661-7827 |
Title of parent work (English): | International journal of environmental research and public health : IJERPH |
Subtitle (English): | Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy |
Publisher: | MDPI |
Place of publishing: | Basel |
Publication type: | Article |
Language: | English |
Date of first publication: | 2018/11/17 |
Publication year: | 2018 |
Release date: | 2018/12/11 |
Tag: | aggression; bullying; classroom climate; classroom cohesion; intervention; relational bullying; school; self-efficacy; verbal bullying; willingness to intervene |
Volume: | 15 |
Number of pages: | 11 |
Source: | International journal of environmental research and public health : IJERPH 15 (2018), Art. 2577 DOI http://dx.doi.org/ 10.3390/ijerph15112577 |
Funding institution: | Publikationsfonds der Universität Potsdam |
Funding number: | PA 2018_84 |
DDC classification: | 6 Technik, Medizin, angewandte Wissenschaften / 61 Medizin und Gesundheit / 610 Medizin und Gesundheit |
6 Technik, Medizin, angewandte Wissenschaften / 62 Ingenieurwissenschaften / 620 Ingenieurwissenschaften und zugeordnete Tätigkeiten | |
6 Technik, Medizin, angewandte Wissenschaften / 69 Hausbau, Bauhandwerk / 690 Hausbau, Bauhandwerk | |
Peer review: | Referiert |
Grantor: | Publikationsfonds der Universität Potsdam |
Publishing method: | Open Access |
License (German): | CC-BY - Namensnennung 4.0 International |
External remark: | Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Humanwissenschaftliche Reihe ; 495 |