مدل ساختاری روابط دانش‌آموزان با والدین، همسالان و معلمان در تمایل به مداخله در قلدری: نقش واسطه‌ای خودکارآمدی

هدف از پژوهش حاضر بررسی مدل ساختاری روابط دانش‌آموزان با والدین، همسالان و معلمان در تمایل به مداخله در قلدری با نقش واسطه‌ای خودکارآمدی بود. این پژوهش توصیفی از نوع همبستگی به روش تحلیل مسیر بود. جامعۀ آماری این پژوهش شامل تمامی دانش‌آموزان 15 تا 18 سالۀ شهر بهبهان در سال 1402-1403 بود که از بین آنها تعداد 300 نفر به روش نمونه‌گیری خوشه‌ای انتخاب شدند و به پرسشنامه‌های قلدری ایلی‌نویز اسپلاگه و هولت (2001)، خودکارآمدی عمومی شوارزر و جروسالم (1995)، رابطۀ دانش‌آموز با والدین پیانتا (2011)، رابطۀ دانش‌آموز با همسالان هادسون (1992) و رابطۀ دانش‌آموز با معلمان موری و زوواک (2011) پاسخ دادند. برای تجزیه و تحلیل داده‌ها از روش‌های همبستگی پیرسون و تحلیل مسیر به کمک نرم‌افزارهای spssv19 و amosv20 استفاده شد. نتایج نشان داد متغیرهای رابطۀ دانش‌آموز با والدین (0.188-=β)، همسالان (0.194-=β)، معلمان (0.166-=β) و خودکارآمدی (0.193-=β) اثر مستقیم، منفی و معنا‌داری بر قلدری در مدرسه دارند (0.05>p). همچنین نتایج نشان داد که رابطۀ دانش‌آموز با والدین (0.067-=β)، همسالان (0.042-=β) و معلمان (0.029-=β) با میانجی‌گری خودکارآمدی اثر غیرمستقیم، منفی و معنا‌داری (0.01>p) بر قلدری در مدرسه دارند. در نهایت می‌توان گفت که مدل ساختاری روابط دانش‌آموزان با والدین، همسالان و معلمان در تمایل به مداخله در قلدری با نقش واسطه‌ای خودکارآمدی از شاخص‌های برازش مطلوبی برخوردار بود و از این رو استفاده از این مدل می‌تواند به معلمان، مدیران، روان‌شناسان، مشاوران خانواده و متخصصان تعلیم و تربیت در ارتقای خودکارآمدی و روابط دانش‌آموز با والدین، همسالان و معلمان و کاهش قلدری در مدرسه کمک نماید.

structural model of students’ relationship with parents, peers, and teachers and its effect on the willingness to intervene in bullying with the mediating role of self-efficacy

the aim of this study was to investigate the structural model of students’ relationships with parents, peers, and teachers and its effect on their willingness to intervene in bullying, with the mediating role of self-efficacy. this descriptive correlational research was conducted using path analysis. the statistical population included all students aged 15 to 18 years in behbahan, iran, during the academic year 2023-2024. a total of 300 students were selected using cluster sampling to fill out the illinois bullying scale by espelage and holt (2001), the general self-efficacy scale by schwarzer and jerusalem (1995), pianta’s child-parent relationship scale (2011), hudson’s student-peer relationship scale (1992), and mory and zovak’s student-teacher relationship scale (2011). data were analyzed using pearson’s correlation coefficient and path analysis in spss v19 and amos v20 software. the results showed that the variables of student relationships with parents (β = -0.188), peers (β = -0.194), and teachers (β = -0.166), and self-efficacy (β = -0.193) had a significant direct negative effect on school bullying (p < 0.05). additionally, the results showed that the relationships between students and parents (β = -0.067), peers (β = -0.042), and teachers (β = -0.029) had a significant indirect negative effect on school bullying through the mediating role of self-efficacy (p < 0.01). in conclusion, the structural model of students’ relationship with parents, peers, and teachers and its effect on the willingness to intervene in bullying, with the mediating role of self-efficacy, showed good fit indices. therefore, the application of this model can assist teachers, principals, psychologists, family counselors, and education specialists in enhancing self-efficacy and improving student relationships with parents, peers, and teachers, thereby reducing bullying in schools.introductionin recent years, concerns about aggressive behavior among students in schools have been increasingly growing. bullying is the most common form of peer violence in schools and has become one of the primary public health concerns in the student community today (bartone homish, 2020). self-efficacy refers to the belief of victims and bystanders in their own abilities, as well as the ability of teachers, parents, social environments, and schools (norms, systems, and policies) to cope with bullying behaviors (liu et al., 2023). for example, when students who are victims of bullying do not trust the efficacy or attitude of their teachers (e.g., believing that the teacher aggravates the situation, does not care, or takes no action to prevent or intervene in bullying), they are less likely to seek help or disclose their victimization (fisher et al., 2021). the relationships between students and their parents, teachers, and peers are factors that influence bullying. parents play a significant role in shaping the behavioral orientations of their children. a negative relationship with parents, often characterized by conflict and over-control, is consistently associated with more externalizing behaviors in the research literature. when the quality of the relationship with parents is negative, adolescents may feel misunderstood, angry, and frustrated, which can lead to negative coping strategies such as delinquent or aggressive behaviors (pinkwart, 2017).