Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China.
J Adolesc. 2023 Dec;95(8):1541-1552. doi: 10.1002/jad.12245. Epub 2023 Sep 10.
Given that literature has examined the relation between school bullying and self-efficacy, findings have been mixed. This meta-analysis aimed to clarify whether school bullying is associated with adolescents' self-efficacy, a key component of social information processing essential for the evaluation of potential behavioral responses. We further examined moderators associated with heterogeneity in the above relation, including participant roles, types of school bullying, types of self-efficacy, and demographic factors (e.g., age, gender, and cultural background).
This study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses Statement for searching, identifying, and screening eligible articles. A total of 53 articles (N = 71,661; M = 12.69 years) were included (50 in English and 3 in Chinese). Articles were coded by two graduate-level coders independently with a high inter-rater reliability (97.12%).
The results showed that (1) school bullying was negatively associated with self-efficacy (r = -.07, p < .001) among adolescents, and (2) the above relation varied by participant role (e.g., bullies, victims, bully-victims, and defenders), types of school bullying (e.g., traditional bullying, cyberbullying, and both), and types of self-efficacy (e.g., general and domain-specific self-efficacy).
The findings highlight that school bullying is associated with disruptive cognitive processing in adolescence, low self-efficacy in particular, and the heterogeneity should be considered to fully understand the association between school bullying and self-efficacy among adolescents.
已有文献研究了校园欺凌与自我效能感之间的关系，但研究结果存在差异。本荟萃分析旨在明确校园欺凌是否与青少年的自我效能感相关，自我效能感是社会信息处理的关键组成部分，对于评估潜在的行为反应至关重要。我们进一步研究了与上述关系的异质性相关的调节因素，包括参与者角色、校园欺凌类型、自我效能感类型以及人口统计学因素（例如年龄、性别和文化背景）。
本研究遵循系统评价和荟萃分析的首选报告项目声明进行检索、识别和筛选符合条件的文章。共有 53 篇文章（N=71661；M=12.69 岁）符合条件（50 篇英文，3 篇中文）。文章由两名研究生级别的编码员独立编码，具有很高的评分者间一致性（97.12%）。
结果表明，（1）校园欺凌与青少年的自我效能感呈负相关（r=-.07，p<.001）；（2）上述关系因参与者角色（如欺凌者、受害者、欺凌-受害者和保护者）、校园欺凌类型（如传统欺凌、网络欺凌和两者兼有）以及自我效能感类型（如一般自我效能感和特定领域自我效能感）而异。
这些发现强调了校园欺凌与青少年时期的破坏性行为认知处理相关，特别是与自我效能感降低有关，应该考虑异质性，以充分理解校园欺凌与青少年自我效能感之间的关系。
