The relationship between teacher support and bullying in schools: the mediating role of emotional self-efficacy

Li Hong Zeng, Yungwei Hao*, Jon Chao Hong, Jhen Ni Ye

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Based on micro-ecology theory,teachers’ support or caregiving which provides students with optimal strategies is the most important factor in decreasing instances of bullying. To address the effect of teacher support on the reduction of campus bullying, this study considered the emotional self-efficacy (ESE) of students as a mediator in relation to teachers’ support and being bullied from students’ perspectives. Data were collected from 447 elementary school students located in Northern Fujian, China. Confirmatory factor analysis was first applied, and then structural equation modeling (SEM) was performed in order to verify the research hypotheses. The SEM results confirmed the mediational model in which ESE acted as a mediator in the relationships between teacher support (instrumental and emotional support) and three types of perceived bullying (physical, verbal, and relational bullying).

Original languageEnglish
Pages (from-to)31853-31862
Number of pages10
JournalCurrent Psychology
Volume42
Issue number36
DOIs
Publication statusPublished - 2023 Dec

Keywords

  • Campus bullying
  • Emotional self-efficacy
  • Rural elementary school
  • Teacher support

ASJC Scopus subject areas

  • General Psychology

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