Does Authentic Self-Esteem Buffer the Negative Effects of Bullying Victimization on Social Anxiety and Classroom Concentration? Evidence from a Short-Term Longitudinal Study with Early Adolescents

Autor/inn/en	Boulton, Michael J.; Macaulay, Peter J. R.
Titel	Does Authentic Self-Esteem Buffer the Negative Effects of Bullying Victimization on Social Anxiety and Classroom Concentration? Evidence from a Short-Term Longitudinal Study with Early Adolescents
Quelle	In: British Journal of Educational Psychology, 93 (2023) 2, S.500-512 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macaulay, Peter J. R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12573
Schlagwörter	Bullying; Victims; Self Esteem; Anxiety; Early Adolescents; Attention; Classroom Environment; Correlation + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Self-esteem; Selbstaufmerksamkeit; Angst; Aufmerksamkeit; Klassenklima; Unterrichtsklima; Korrelation
Abstract	Background: Bullying victimization is a risk factor for social anxiety and disrupted classroom concentration among young people. Self-esteem has been implicated as a protective factor, but extant literature is sparse. Aims: Aim of present study was to test if a new measure of authentic self-esteem can buffer the negative effects of bullying victimization on social anxiety and disrupted classroom concentration concurrently and across time. Sample: A short-term longitudinal questionnaire design was employed with 836 12- and 13-year-olds. Methods: Peer nominations of bullying victimization and self-reports of authentic self-esteem were collected during winter term, and self-reports of social anxiety and disrupted classroom concentration were solicited then and also 5 months later. Results: Hierarchical multiple regression models indicated that authentic self-esteem moderated the association between bullying victimization and (i) social anxiety both concurrently and longitudinally and (ii) disrupted classroom concentration longitudinally. The Johnson-Neyman technique identified where on its scale authentic self-esteem had its buffering effects, and these were found to be at relatively low or moderate levels. Conclusions: Even moderate levels of authentic self-esteem can mitigate the association between being bullied and (i) social anxiety and (ii) disrupted classroom concentration. Efforts to monitor and where necessary enhance the authentic self-esteem of young people are warranted. (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