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| Autor/inn/en | Seon, Youngwoon; Smith-Adcock, Sondra |
|---|---|
| Titel | School Belonging, Self-Efficacy, and Meaning in Life as Mediators of Bullying Victimization and Subjective Well-Being in Adolescents |
| Quelle | In: Psychology in the Schools, 58 (2021) 9, S.1753-1767 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Seon, Youngwoon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22534 |
| Schlagwörter | Sense of Community; Self Efficacy; World Views; Bullying; Victims; Well Being; Achievement Tests; International Assessment; Secondary School Students; Foreign Countries; Structural Equation Models; Program for International Student Assessment |
| Abstract | With an aim to inform school-based antibullying interventions, this study examined mediating roles of school belonging, self-efficacy, and meaning in life between bullying victimization and subjective well-being. Using US student data from the 2018 round of the Program for International Student Assessment, results of structural equation modeling indicated a model that fit the data adequately and each path was statistically significant. School belonging, self-efficacy, and meaning in life significantly mediated bullying victimization and subjective well-being, respectively. These findings suggest that interventions focused on school belonging, meaning in life, and self-efficacy may improve the subjective well-being of adolescents who experience bullying in school. Limitations of this study and future research directions are discussed. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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