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

Thumbnail Image
Atteberry, Delanie Kathleen
Washburn University
Department of Psychology
Issue Date
Alternative Title
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.