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

J 2020

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

WACHS, Sebastian; Anke GÖRZIG; Michelle WRIGHT; Wilfried SCHUBARTH; Ludwig BILZ et al.

Základní údaje

Originální název

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

Autoři

WACHS, Sebastian; Anke GÖRZIG; Michelle WRIGHT; Wilfried SCHUBARTH a Ludwig BILZ

Vydání

International Journal of Environmental Research and Public Health, Basel, MDPI, 2020, 1660-4601

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50100 5.1 Psychology and cognitive sciences

Stát vydavatele

Švýcarsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

article - open access

Impakt faktor

Impact factor: 3.390

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14230/20:00115177

Organizační jednotka

Fakulta sociálních studií

Klíčová slova anglicky

bullying; intervention; willingness to intervene; bullying victimization; school; parent–child relationship; teacher–student relationship; self-efficacy

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 12. 5. 2021 13:57, Mgr. Blanka Farkašová

Anotace

V originále

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.

Přiložené soubory

ijerph-17-00420-v2.pdf Verze souboru

Citovat

WACHS, Sebastian; Anke GÖRZIG; Michelle WRIGHT; Wilfried SCHUBARTH a Ludwig BILZ. Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying : A Social Cognitive Approach. International Journal of Environmental Research and Public Health. Basel: MDPI, 2020, roč. 17, č. 2, s. 1-16. ISSN 1660-4601. Dostupné z: https://doi.org/10.3390/ijerph17020420.

@article{1600079,
   author = {Wachs, Sebastian and Görzig, Anke and Wright, Michelle and Schubarth, Wilfried and Bilz, Ludwig},
   article_location = {Basel},
   article_number = {2},
   doi = {https://doi.org/10.3390/ijerph17020420},
   keywords = {bullying; intervention; willingness to intervene; bullying victimization; school; parent–child relationship; teacher–student relationship; self-efficacy},
   language = {eng},
   issn = {1660-4601},
   journal = {International Journal of Environmental Research and Public Health},
   title = {Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying : A Social Cognitive Approach},
   url = {https://www.mdpi.com/1660-4601/17/2/420},
   volume = {17},
   year = {2020}
}

TY  - JOUR
ID  - 1600079
AU  - Wachs, Sebastian - Görzig, Anke - Wright, Michelle - Schubarth, Wilfried - Bilz, Ludwig
PY  - 2020
TI  - Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying : A Social Cognitive Approach
JF  - International Journal of Environmental Research and Public Health
VL  - 17
IS  - 2
SP  - 1-16
EP  - 1-16
PB  - MDPI
SN  - 16604601
KW  - bullying
KW  - intervention
KW  - willingness to intervene
KW  - bullying victimization
KW  - school
KW  - parent–child relationship
KW  - teacher–student relationship
KW  - self-efficacy
UR  - https://www.mdpi.com/1660-4601/17/2/420
L2  - https://www.mdpi.com/1660-4601/17/2/420
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.
ER  -

WACHS, Sebastian; Anke GÖRZIG; Michelle WRIGHT; Wilfried SCHUBARTH a Ludwig BILZ. Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying : A Social Cognitive Approach. \textit{International Journal of Environmental Research and Public Health}. Basel: MDPI, 2020, roč.~17, č.~2, s.~1-16. ISSN~1660-4601. Dostupné z: https://doi.org/10.3390/ijerph17020420.

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