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The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test
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Bullying Roles, Self-efficacy, and Social Support Through Social Identity Theory.

Ilias Saripanidis1, Antonios K Travlos1, Panagiota Antonopoulou1

  • 1University of Peloponnese, Sparta, Greece.

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School bullying roles significantly impact student self-perception. Students demonstrating moral behavior, not bullying, maintain higher self-efficacy and social support, crucial for well-being.

Keywords:
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Area of Science:

  • Psychology
  • Educational Psychology
  • Sociology

Background:

  • School bullying presents a significant social and educational challenge with varied consequences for participants.
  • Individual roles within bullying dynamics (bully, bully-victim, victim, uninvolved) influence outcomes differently.
  • Understanding self-perception aspects like self-efficacy and social support is key to addressing bullying's impact.

Purpose of the Study:

  • To investigate differences in self-efficacy and social support among students in distinct bullying roles.
  • To examine the influence of bullying roles on the distribution of self-perception.
  • To test hypotheses derived from social identity and social cognitive theories.

Main Methods:

  • A total of 1,178 Greek primary and secondary school students participated.
  • Data collected via questionnaires including demographic information, the Olweus Bully/Victim Questionnaire, Self-Efficacy Scale, and Social Support Questionnaire (SSQ6).
  • Statistical analyses included ANOVAs and multinomial logistic regression.

Main Results:

  • Significant differences in self-efficacy and social support were found across different bullying roles.
  • Bullying perpetrators showed specific patterns in social self-efficacy and social support.
  • Students exhibiting moral behavior, rather than engaging in bullying, reported higher self-efficacy and social support.

Conclusions:

  • Bullying roles are associated with distinct levels of self-perception, including self-efficacy and social support.
  • Promoting moral behavior and supportive classroom environments can enhance student self-perception and well-being.
  • Interventions should consider the differential impact of bullying roles on psychological adjustment.