Understanding the Bullying Culture: The Influence of Self-Efficacy on the Relationship between Coping Styles and Bullying Involvement

Abstract

As many as one in two children are likely to encounter bullying (Beran & Tutty, 2002; Hampel et al., 2009; Khamis, 2015; Solberg & Olweus, 2003). However, there is little replicated research indicating what specific factors contribute to bullying involvement. The present study was a partial replication of Kokkinos et al. (2015) addressing to what degree coping style and self-efficacy influence one’s involvement in the bullying culture. By administering three self-report surveys to 815 sixth, seventh, and eighth grade students from a mid-sized city in the Midwest, the study investigated the following hypotheses: a) there is a relationship between one’s bully/victim role and one’s general level of approach coping and one’s general level of avoidance coping; b) there is a relationship between one’s bully/victim role and one’s general level of self-efficacy; and c) coping style is moderated by self-efficacy in relation to bully/victim roles. Results indicated significant group differences among pure bullies, pure victims, bully-victims, and those not involved regarding approach coping, avoidance coping, and forms of self-efficacy. While regression analyses did not reveal any moderating effects of self-efficacy, they did provide further evidence of the predictive role coping styles and self-efficacy have in bullying involvement. Therefore, it is of utmost importance that antibullying interventions consider such factors when being developed.