The mediating effect of regulatory emotional self-efficacy on the association between self-esteem and school bullying in middle school students

A cross-sectional study

Xiaoqin Wang, Yue Zhang, Zhaozhao Hui, Wanyue Bai, Paul Terry, Mei Ma, Yang Li, Li Cheng, Wei Gu, Mingxu Wang

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE) as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi’an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ), Self-Esteem Scale (SES), and Regulatory Emotional Self-Efficacy Scale (RESE). Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0%) reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = –0.275, 95% CI = –0.381– –0.034), and RESE mediated the association between self-esteem and school bullying (indirect effect: β = –0.136, 95% CI = –0.245– –0.037). Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students’ self-esteem, but should also pay more attention to students’ RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

Original languageEnglish (US)
Article number991
JournalInternational Journal of Environmental Research and Public Health
Volume15
Issue number5
DOIs
StatePublished - May 15 2018

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Bullying
Self Efficacy
Self Concept
Cross-Sectional Studies
Students
Psychology
Education

All Science Journal Classification (ASJC) codes

  • Public Health, Environmental and Occupational Health
  • Health, Toxicology and Mutagenesis

Cite this

The mediating effect of regulatory emotional self-efficacy on the association between self-esteem and school bullying in middle school students : A cross-sectional study. / Wang, Xiaoqin; Zhang, Yue; Hui, Zhaozhao; Bai, Wanyue; Terry, Paul; Ma, Mei; Li, Yang; Cheng, Li; Gu, Wei; Wang, Mingxu.

In: International Journal of Environmental Research and Public Health, Vol. 15, No. 5, 991, 15.05.2018.

Research output: Contribution to journalArticle

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abstract = "School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE) as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi’an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ), Self-Esteem Scale (SES), and Regulatory Emotional Self-Efficacy Scale (RESE). Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0{\%}) reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = –0.275, 95{\%} CI = –0.381– –0.034), and RESE mediated the association between self-esteem and school bullying (indirect effect: β = –0.136, 95{\%} CI = –0.245– –0.037). Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students’ self-esteem, but should also pay more attention to students’ RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.",
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