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

Author

Listed:
  • 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
    Faculty of Social Studies, Masaryk University, 60200 Brno, Czech Republic)

  • 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)

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.

Suggested Citation

  • Sebastian Wachs & Anke Görzig & Michelle F. Wright & Wilfried Schubarth & Ludwig Bilz, 2020. "Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying: A Social Cognitive Approach," IJERPH, MDPI, vol. 17(2), pages 1-16, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:2:p:420-:d:306474
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    References listed on IDEAS

    as
    1. Sebastian Wachs & Ludwig Bilz & Saskia M. Fischer & Wilfried Schubarth & Michelle F. Wright, 2018. "Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy," IJERPH, MDPI, vol. 15(11), pages 1-11, November.
    2. Benito León-del-Barco & Fernando Fajardo-Bullón & Santiago Mendo-Lázaro & Irina Rasskin-Gutman & Damián Iglesias-Gallego, 2018. "Impact of the Familiar Environment in 11–14-Year-Old Minors’ Mental Health," IJERPH, MDPI, vol. 15(7), pages 1-13, June.
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    Cited by:

    1. Xu Chen & Ling Li & Gangwu Lv & Hui Li, 2021. "Parental Behavioral Control and Bullying and Victimization of Rural Adolescents in China: The Roles of Deviant Peer Affiliation and Gender," IJERPH, MDPI, vol. 18(9), pages 1-13, April.
    2. Jeniffer Chepkoech Maiwa & Dr. Njeri Kiaritha & Dr. Godfrey Ngeno, 2021. "Impact of Peer Counselling on the Learners’ Self-Efficacy in Boarding Secondary Schools in Kericho County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(10), pages 679-685, October.

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