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The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study

Author

Listed:
  • Xiaoqin Wang

    (Department of Public Health, Xi’an Jiaotong University Health Science Center, Xi’an 710061, China)

  • Yue Zhang

    (Department of Public Health, Xi’an Jiaotong University Health Science Center, Xi’an 710061, China)

  • Zhaozhao Hui

    (Department of Public Health, Xi’an Jiaotong University Health Science Center, Xi’an 710061, China)

  • Wanyue Bai

    (Xi’an Tieyi High School, Xi’an 710061, China)

  • Paul D. Terry

    (Department of Medicine, Graduate School of Medicine, University of Tennessee Medical Center, Knoxville, TN 37920, USA)

  • Mei Ma

    (Nursing Department, Xian Yang Central Hospital, Xianyang 712000, China)

  • Yang Li

    (Department of Public Health, Xi’an Jiaotong University Health Science Center, Xi’an 710061, China)

  • Li Cheng

    (Faculty of Medicine, The Chinese University of Hong Kong, Shatin 999077, Hong Kong, China)

  • Wei Gu

    (Department of Public Health, Xi’an Jiaotong University Health Science Center, Xi’an 710061, China)

  • Mingxu Wang

    (Department of Public Health, Xi’an Jiaotong University Health Science Center, Xi’an 710061, China)

Abstract

School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE) as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi’an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ), Self-Esteem Scale (SES), and Regulatory Emotional Self-Efficacy Scale (RESE). Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0%) reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = −0.275, 95% CI = −0.381–−0.034), and RESE mediated the association between self-esteem and school bullying (indirect effect: β = −0.136, 95% CI = −0.245–−0.037). Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students’ self-esteem, but should also pay more attention to students’ RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

Suggested Citation

  • Xiaoqin Wang & Yue Zhang & Zhaozhao Hui & Wanyue Bai & Paul D. Terry & Mei Ma & Yang Li & Li Cheng & Wei Gu & Mingxu Wang, 2018. "The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study," IJERPH, MDPI, vol. 15(5), pages 1-9, May.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:5:p:991-:d:146325
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    References listed on IDEAS

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    1. Ziqiang Han & Guirong Zhang & Haibo Zhang, 2017. "School Bullying in Urban China: Prevalence and Correlation with School Climate," IJERPH, MDPI, vol. 14(10), pages 1-13, September.
    2. Turner, Michael G. & Exum, M. Lyn & Brame, Robert & Holt, Thomas J., 2013. "Bullying victimization and adolescent mental health: General and typological effects across sex," Journal of Criminal Justice, Elsevier, vol. 41(1), pages 53-59.
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    Cited by:

    1. Lixia Wang & Shuzhi Zhou & Yukang Xue & Qianqian Li & Min Cao & Chuanhua Gu, 2023. "Does Early Victimization of School Bullies Affect Core Self-Evaluations in Young Adulthood? A Moderated Mediation Model," IJERPH, MDPI, vol. 20(4), pages 1-15, February.
    2. Paula Samper-García & Elisabeth Malonda-Vidal & Anna Llorca-Mestre & Roger Muñoz-Navarro & Vicenta Mestre-Escrivá, 2021. "Victimization and Peer and Parents Attachment: The Mediating Effect of Regulatory Emotional Self-Efficacy," IJERPH, MDPI, vol. 18(4), pages 1-11, February.
    3. M.M. Segovia-González & José M. Ramírez-Hurtado & I. Contreras, 2023. "Analyzing the Risk of Being a Victim of School Bullying. The Relevance of Students’ Self-Perceptions," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(5), pages 2141-2163, October.
    4. Nisar Ahmed Dahri & Waleed Mugahed Al-Rahmi & Abeer S. Almogren & Noraffandy Yahaya & Muhammad Saleem Vighio & Qusay Al-maatuok & Ali Mugahed Al-Rahmi & Ahmad Samed Al-Adwan, 2023. "Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training," Sustainability, MDPI, vol. 15(11), pages 1-22, May.

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