Department of Educational Studies, University of Potsdam, 14476 Potsdam, Germany.
Brandenburg University of Technology Cottbus-Senftenberg, Institute of Health Sciences, 01968 Senftenberg, Germany.
Int J Environ Res Public Health. 2018 Nov 17;15(11):2577. doi: 10.3390/ijerph15112577.
Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.
尽管学校氛围和自我效能感在文献中受到了一定的关注，是学生干预欺凌行为意愿的相关因素，但迄今为止，关于自我效能感在课堂氛围与学生干预欺凌行为意愿之间的潜在中介作用，我们知之甚少。为此，本研究分析了课堂凝聚力（作为课堂氛围的一个方面）与学生干预欺凌情况的意愿之间的关系是否通过社会冲突中的自我效能感来中介。本研究基于德国 24 所学校的 2071 名 12 至 17 岁学生（男生占 51.3%）的代表性分层随机样本。结果表明，43%至 48%的学生表示他们不会干预欺凌行为。使用结构方程模型框架进行的中介测试表明，课堂凝聚力和社会冲突中的自我效能感与学生干预欺凌情况的意愿直接相关。此外，由于社会冲突中的自我效能感，课堂凝聚力与学生干预欺凌情况的意愿呈间接相关。因此，我们得出以下结论：（1）提高学生干预欺凌行为的意愿至关重要；（2）提高学生干预欺凌行为意愿的努力应促进学生处理社会冲突和人际关系的信心；（3）自我效能感在理解课堂凝聚力与学生干预欺凌行为意愿之间的关系方面发挥着重要作用。为了帮助提高青少年干预欺凌的意愿并为未来的研究提供了建议。
