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School belonging, self‐efficacy, and meaning in life as mediators of bullying victimization and subjective well‐being in adolescents
Author(s) -
Seon Youngwoon,
SmithAdcock Sondra
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22534
Subject(s) - psychology , meaning (existential) , psychological intervention , structural equation modeling , path analysis (statistics) , self efficacy , well being , life satisfaction , developmental psychology , poison control , human factors and ergonomics , suicide prevention , social psychology , clinical psychology , psychotherapist , medicine , statistics , mathematics , environmental health , psychiatry
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.