Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, A-1010 Vienna, Austria.
Department of Cognition, Emotion, and Methods in Psychology, Faculty of Psychology, University of Vienna, A-1010 Vienna, Austria.
Int J Environ Res Public Health. 2021 Oct 3;18(19):10429. doi: 10.3390/ijerph181910429.
Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs.
自尊被认为是欺凌行为的预测因素，欺凌行为反过来又可能导致学校适应问题。然而，关于这些关联的方向和强度的研究结果尚无定论。本研究旨在通过区分线下和网络环境以及不同的自尊领域来解决这一问题。一个由 459 名青少年组成的在线样本回顾性地完成了自尊领域以及线下/网络欺凌行为和受害的测量，其中 194 名青少年的样本也完成了孤独感和学校适应的测量。对欺凌相关变量对自尊领域对学校适应影响的中介分析表明，线下受害是唯一显著的中介变量。社交和情感自尊存在正向间接效应，而与学业表现相关的自尊存在负向间接效应。此外，基于个体的分析还考察了自尊领域、孤独感和学校适应方面与欺凌相关角色的差异。受害群体在许多领域的自尊较低，但网络受害群体的身体相关自尊较高。欺凌者的学业表现相关的自尊较低，但社交自尊较高。欺凌者和受害者的学校适应和孤独感都较低。讨论了理论和实践的意义，因为这些发现与教师有关，可以用来制定和部署更有效的反欺凌计划。
