Přehled o publikaci
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 AG, 2020, 1660-4601
Další údaje
Jazyk
angličtina
Typ výsledku
Článek v odborném periodiku
Stát vydavatele
Švýcarsko
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Organizace
Fakulta sociálních studií – Masarykova univerzita – Repozitář
UT WoS
000516827400041
EID Scopus
2-s2.0-85077905210
Klíčová slova anglicky
bullying; intervention; willingness to intervene; bullying victimization; school; parent–child relationship; teacher–student relationship; self-efficacy
Změněno: 13. 5. 2021 02:00, RNDr. Daniel Jakubík
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.
