Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying: A Social Cognitive Approach

Sebastian Wachs, Anke Görzig, Michelle F. Wright, Wilfried Schubarth and Ludwig Bilz
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Sebastian Wachs: Department of Educational Studies, University of Potsdam, 14476 Potsdam, Germany
Anke Görzig: Department of Psychology, University of West London, 310 Paragon House, Brentford TW8 9GA, UK
Michelle F. Wright: Department of Psychology, Pennsylvania State University, University Park, State College, PA 16802, USA
Wilfried Schubarth: Department of Educational Studies, University of Potsdam, 14476 Potsdam, Germany
Ludwig Bilz: Institute of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, 01968 Senftenberg, Germany

IJERPH, 2020, vol. 17, issue 2, 1-16

Abstract: 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.

Keywords: bullying; intervention; willingness to intervene; bullying victimization; school; parent–child relationship; teacher–student relationship; self-efficacy (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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