REVIEW ARTICLE
School bullying and self-efficacy in adolescence: A meta-analysis
Yanxi Liu,
Xiaohong Yu,
Fusen An,
Yiji Wang,
Yanxi Liu
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
Search for more papers by this authorXiaohong Yu
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
Search for more papers by this authorFusen An
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
Search for more papers by this authorCorresponding Author
Yiji Wang
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
Shanghai Changning Mental Health Center, Shanghai, China
Correspondence Yiji Wang, 402 Junxiu Bldg, 3663 North Zhongshan Rd, Shanghai 200062, China.
Email: [email protected]
Search for more papers by this authorYanxi Liu,
Xiaohong Yu,
Fusen An,
Yiji Wang,
Yanxi Liu
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
Search for more papers by this authorXiaohong Yu
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
Search for more papers by this authorFusen An
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
Search for more papers by this authorCorresponding Author
Yiji Wang
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
Shanghai Changning Mental Health Center, Shanghai, China
Correspondence Yiji Wang, 402 Junxiu Bldg, 3663 North Zhongshan Rd, Shanghai 200062, China.
Email: [email protected]
Search for more papers by this authorYanxi Liu and Xiaohong Yu contributed equally.
Note: References marked with * (in reference list) were included in meta-analysis.
Abstract
Introduction
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).
Method
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; Mage = 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%).
Results
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).
Findings
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.
CONFLICT OF INTEREST STATEMENT
The authors declare no conflicts of interest.
Open Research
DATA AVAILABILITY STATEMENT
Data sharing not applicable to this article as no datasets were generated or analysed during the current study.
Supporting Information
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Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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