Bullying, academic achievement, psychological well-being in Lebanese students : the role of self-efficacy -

Abstract

Bullying is a phenomenon that has caught the attention of researchers and practitioners in all related fields; health, education, psychology, and counseling. Despite significant progress in our understanding of bullying and student’s educational and psychosocial adjustment, the majority of past studies have focused primarily on examining these issues with Western samples. Thus, little is known concerning correlates and consequences of traditional bullying and cyber bullying in Lebanon, mainly the mediating role of self-efficacy. The current study examines the variation in students’ responses to traditional bullying and cyber bullying and the mediating role of self-efficacy between these types of bullying and academic achievement and psychological well-being. More specifically, the study investigated the prevalence and types of bullying at the private schools in the Greater Beirut Area and the extent to which differences in student’s sociodemographics, and self-efficacy could account for variation in academic achievement, and psychological well-being. Participants were 115 students of whom 39.1 percent were males and 60.9percent were females. They ranged in age from 15 to 18 years old and from grade level 10-12. Questionnaires were used to collect data on the predictor and outcome variables. The results of the study indicated that about 20percent of the students were involved in traditional bullying and 54percentwere involved in cyberbullying. Self-efficacy proved to be a significant predictor of all three variables, bullying, academic achievement, and psychological well-being. Implications for prevention and intervention programs are discussed.