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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

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).

原文英語
頁(從 - 到)31853-31862
頁數10
期刊Current Psychology
42
發行號36
DOIs
出版狀態已發佈 - 2023 12月

ASJC Scopus subject areas

  • 一般心理學

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