Skip to main content
Log in

Do social self-efficacy and self-esteem moderate the relationship between peer victimization and academic performance?

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

Abstract

Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and academic performance. A sample of 231 middle school students participated. Schools reported academic performance and students completed self-report questionnaires. The ability of social self-efficacy and self-esteem in aiding academic and emotional resilience was explored as possible mediating and moderating variables using hierarchical regressions. Results supported the conclusion that the interaction of self-efficacy and self-esteem may moderate the relationship between peer victimization and academic performance. Those with above average social self-efficacy reported lower peer victimization and depression as well as higher academic performance. Implications for intervention are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.

    Google Scholar 

  • Allison, P. D. (2003). Missing data techniques for structural equation modeling. Journal of Abnormal Psychology, 112, 545–557. doi:10.1037/0021-843X.112.4.545.

    Article  Google Scholar 

  • Andreou, E., & Metallidou, P. (2004). The relationship of academic and social cognition to behavior in bullying situations among Greek school children. Educational Psychology, 24, 27–41. doi:10.1080/0144341032000146421.

    Article  Google Scholar 

  • Arseneault, L., Bowes, L., & Shakoor, S. (2009). Bullying victimization in youths and mental health problems: ‘Much ado about nothing’. Psychological Medicine, 40, 717–729.

    Article  Google Scholar 

  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic Press (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

    Google Scholar 

  • Bandura, A. (2006). Guide for creating self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescence (pp. 307–337). Greenwhich, CT: Information Age Publishing.

    Google Scholar 

  • Bandura, A., Pastorelli, C., Barbaranelli, C., & Capara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76, 258–269.

    Article  Google Scholar 

  • Barchia, K., & Bussey, K. (2010). The psychological impact of peer victimization: Exploring social-cognitive mediators of depression. Journal of Adolescence, 33, 615–623. doi:10.1016/j.adolescence.2009.12.002.

    Article  Google Scholar 

  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. doi:10.1037/0022-3514.51.6.1173.

    Article  Google Scholar 

  • Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behavior Research and Theory, 42, 1129–1148. doi:10.1016/j.brat.2003.08.008.

    Article  Google Scholar 

  • Bowers, A. J., Sprott, R., & Taff, S. A. (2013). Do we know who will drop out? A review of the predictors of dropping out of high school: Precision, sensitivity, and specificity. High School Journal, 92(2), 77–100. doi:10.1353/hsj.2013.0000.

    Article  Google Scholar 

  • Bradshaw, C. D., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36, 361–382. doi:10.1007/s10464-009-9240-1.

    Google Scholar 

  • Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Cervone, D. (2004). The contribution of self-efficacy beliefs to psychological outcomes in adolescence: Predicting beyond global dispositional tendencies. Personality and Individual Differences, 37, 751–763.

    Article  Google Scholar 

  • Caprara, G. V., Gerbino, M., Paciello, M., Di Giunta, L., & Pastorelli, C. (2010). Counteracting depression and delinquency in late adolescence: The role of regulatory emotional and interpersonal self-efficacy beliefs. European Psychologist, 15, 34–48.

    Article  Google Scholar 

  • Chen, J., Liu, T., & Zheng, M. (2010). Relationship between self-esteem, self-efficacy, self-concept, and depression (translated abstract). Chinese Journal of Clinical Psychology, 18(6), 799–801.

    Google Scholar 

  • Egan, S. K., & Perry, D. G. (1998). Does low self-regard invite victimization? Developmental Psychology, 34, 299–309. doi:10.1037/0012-1649.34.5.996.

    Article  Google Scholar 

  • Elias, S. M., & Loomis, R. J. (2002). Utilizing need for cognition and perceived self-efficacy to predict academic performance. Journal of Applied Social Psychology, 32, 1687–1702. doi:10.1111/j.1559-1816.2002.tb02770.x.

    Article  Google Scholar 

  • Erath, S. A., Flanagan, K. S., Bierman, K. L., & Tu, K. M. (2010). Friendships moderate psychosocial maladjustment in socially anxious early adolescents. Journal of Applied Developmental Psychology, 31, 15–26. doi:10.1016/j.appdev.2009.05.005.

    Article  Google Scholar 

  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and were do we go from here? School Psychology Review, 32(3), 365–383.

    Google Scholar 

  • Fitzpatrick, S., & Bussey, K. (2014). The role of perceived friendship self-efficacy as a protective factor against the negative effects of social victimization. Social Development, 23, 41–60. doi:10.1111/sode.12032.

    Article  Google Scholar 

  • Fredstrom, B. K., Adams, R. E., & Gilman, R. (2011). Electronic and school-based victimization: Unique contexts for adjustment difficulties during adolescence. Journal of Youth & Adolescence, 40, 405–415. doi:10.1007/s10964-010-9569-7.

  • Graham, S., Bellmore, A., & Juvonen, J. (2003). Peer victimization in middle school: When self- and peer views diverge. Journal of Applied School Psychology, 19, 117–137. doi:10.1300/J008v19n02_08.

  • Grills, A. E., & Ollendick, T. H. (2002). Peer victimization, global self-worth, and anxiety in middle school children. Journal of Clinical Child & Adolescent Psychology, 31, 59–68. doi:10.1207/153744202753441675.

    Article  Google Scholar 

  • Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455. doi:10.1111/1469-7610.00629.

    Article  Google Scholar 

  • Heitjan, D. F., & Basu, S. (1996). Distinguishing “missing at random” from “missing completely at random. American Statistician, 50, 207–213. doi:10.2307/2684656.

    Google Scholar 

  • Hershberger, S. L., & D’Augelli, A. R. (1995). The impact of victimization on the mental health and suicidality of lesbian, gay, and bisexual youth. Developmental Psychology, 31(1), 65–74. doi:10.1037/0012-1649.31.1.65.

    Article  Google Scholar 

  • Hoglund, W. L. G. (2007). School functioning in early adolescence: Gender-linked responses to peer victimization. Journal of Educational Psychology, 99, 683–699. doi:10.1037/0022-0663.99.4.683.

    Article  Google Scholar 

  • Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65, 599–610. doi:10.1037/0022-006X.65.4.599.

    Article  Google Scholar 

  • Holt, M. K., Finkelhor, D., & Kantor, G. K. (2007). Multiple victimization experiences of urban elementary school students: Associations with psychosocial functioning and academic performance. Child Abuse & Neglect, 31, 503–515.

    Article  Google Scholar 

  • Huang, F., & Zhang, J. (2010). Self-efficacy, self-esteem, and positive affect in 2247 adolescents (translated abstract). Chinese Mental Health Journal, 24(2), 149–152.

    Google Scholar 

  • Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (2010). Handbook of bullying in schools: An international perspective. New York: Routledge.

    Google Scholar 

  • Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349–359. doi:10.1037/0022-0663.92.2.349.

    Article  Google Scholar 

  • Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment. Child Development, 67, 1293–1305. doi:10.2307/1131701.

    Article  Google Scholar 

  • Kokkinos, C. M., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychology of Education, 14, 41–58. doi:10.1007/s11218-011-9168-9.

    Article  Google Scholar 

  • Li, C., Dang, J., He, S., & Li, H. (2013). Shyness and loneliness: The multiple mediating effects of self-efficacy (translated abstract). Acta Psychologica Sinica, 45, 1251–1260.

    Article  Google Scholar 

  • Little, R. J. A., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.

    Google Scholar 

  • Lopez, C., & DuBois, D. D. (2005). Peer victimization and rejection: Investigation of an integrative model of effects on emotional, behavioral, and academic adjustment in early adolescence. Journal of Clinical Child and Adolescent Psychology, 34, 25–36.

    Article  Google Scholar 

  • Margolis, H., & McCabe, P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41, 218–227.

    Article  Google Scholar 

  • Markward, M. J., Renner, L. M., & Eevans, C. J. (2008). Peer victimization and self-efficacy in coping with conflict as predictors of depressive feelings among females in early adolescence. Advances in School Mental Health Promotion, 1, 49–57. doi:10.1080/1754730X.2008.9715733.

    Article  Google Scholar 

  • Mone, M. A., Baker, D. D., & Jeffries, F. (1995). Predictive validity and time dependency of self-efficacy, self-esteem, personal goals, and academic performance. Educational and Psychological Measurement, 55, 716–727. doi:10.1177/0013164495055005002.

    Article  Google Scholar 

  • Muris, P. (2002). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences, 32, 337–348.

    Article  Google Scholar 

  • Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242. doi:10.1111/j.1467-9507.2009.00539.x.

    Article  Google Scholar 

  • Nakamoto, J., & Schwartz, D. (2011). The association between peer victimization and functioning at school among urban Latino children. Journal of Applied Developmental Psychology, 32, 89–97. doi:10.1016/j.appdev.2011.02.003.

    Article  Google Scholar 

  • Olweus, D. (1993). Bullying at school. Malden, MA: Blackwell.

    Google Scholar 

  • Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in achools: An international perspective (pp. 9–34). New York: Routledge.

    Google Scholar 

  • Orpinas, P., & Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association.

    Book  Google Scholar 

  • Perry, D. G., Hodges, E. V. E., & Egan, S. K. (2001). Determinants of chronic victimization by peers: A review and new model of family influence. In J. Juvonen & S. Graham (Eds.), Peer Harassment in school: The plight of the vulnerable and victimized (pp. 73–104). New York: Guilford Press.

    Google Scholar 

  • Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, 277–293.

    Article  Google Scholar 

  • Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401. doi:10.1177/014662167700100306.

    Article  Google Scholar 

  • Radloff, L. S. (1991). The use of the Center for Epidemiologic Studies Depression Scale in adolescents and young adults. Journal of Youth & Adolescence, 20, 149–165. doi:10.1007/BF01537606.

    Article  Google Scholar 

  • Raskauskas, J. (2010). Multiple peer victimization among elementary school students: Relations with social-emotional problems. Social Psychology of Education, 13, 523–539. doi:10.1007/s11218-010-9124-0.

    Article  Google Scholar 

  • Raskauskas, J., & Stoltz, A. (2007). Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43, 564–575. doi:10.1037/0012-1649.43.3.564.

    Article  Google Scholar 

  • Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse and Neglect, 34, 244–252.

    Article  Google Scholar 

  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Salmivalli, K. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120.

    Article  Google Scholar 

  • Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–54). New York: Routledge.

    Google Scholar 

  • Schwartz, D., Gorman, A. H., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2008). Friendships with peers who are low or high in aggression as moderators of the link between peer victimization and declines in academic functioning. Journal of Abnormal Child Psychology, 36, 719–730. doi:10.1007/s10802-007-9200-x.

    Article  Google Scholar 

  • Schwartz, D., Gorman, A. H., Nakamota, J., & Tobin, R. L. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97(3), 425–435. doi:10.1037/0022-0663.97.3.425.

    Article  Google Scholar 

  • Singh, P., & Bussey, K. (2010). Peer victimization and psychological maladjustment: The mediating role of coping self-efficacy. Journal of Research on Adolescence, 21, 420–433. doi:10.1111/j.1532-7795.2010.00680.x.

    Article  Google Scholar 

  • Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29, 239–268.

    Article  Google Scholar 

  • Thijs, J., & Verkuyten, M. (2008). Peer victimization and academic achievement in a multiethnic sample: The role of perceived academic self-efficacy. Journal of Educational Psychology, 100, 754–764. doi:10.1037/a0013155.

    Article  Google Scholar 

  • Verboom, C. E., Sijtsema, J. J., Verhulst, F. C., & Penninx, B. W. J. H. (2014). Longitudinal associations between depressive problems, academic performance, and social functioning in adolescent boys and girls. Developmental Psychology, 50, 247–257. doi:10.1037/a0032547.

    Article  Google Scholar 

  • Widaman, K. F. (2006). Missing data: What to do with or without them. Monographs of the Society for Research in Child Development, 71(3), 42–64. doi:10.1111/j.1540-5834.2006.00404.x.

    Google Scholar 

  • Wilcox, H., Field, T., Prodromidis, M., & Scafidi, F. (1998). Correlations between BDI and CES-D in a sample of adolescent mothers. Adolescence, 22, 565–575.

    Google Scholar 

  • Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27–47. doi:10.1023/A:1003035929216.

    Article  Google Scholar 

  • Ybrandt, H., & Armelius, K. (2010). Peer aggression and mental health problems: Self-esteem as a mediator. School Psychology International, 31, 146–163. doi:10.1177/0143034309352267.

    Article  Google Scholar 

  • Zimmerman, B. J., & Bandura, A. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663–672. doi:10.2307/1163261.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Juliana Raskauskas.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Raskauskas, J., Rubiano, S., Offen, I. et al. Do social self-efficacy and self-esteem moderate the relationship between peer victimization and academic performance?. Soc Psychol Educ 18, 297–314 (2015). https://doi.org/10.1007/s11218-015-9292-z

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-015-9292-z

Keywords

Navigation