نویسندگان:

افضل اکبری بلوط‌بنگان¹ ، پریسا مسعودیان² ، کوثر خوب نژاد³ .

¹استادیار، گروه آموزشی روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران.

²استادیار، گروه مدیریت آموزشی، واحد بهبهان، دانشگاه آزاد اسلامی، بهبهان، ایران.

³کارشناسی ارشد مدیریت آموزشی، واحد بهبهان، دانشگاه آزاد اسلامی، بهبهان، ایران

چکیده فارسی: 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 SPSS_V19 و AMOS_V20 استفاده شد. نتایج نشان داد متغیرهای رابطۀ دانش‌آموز با والدین (188/0-b=)، همسالان (194/0-b=)، معلمان (166/0-b=) و خودکارآمدی (193/0-b=) اثر مستقیم، منفی و معنا‌داری بر قلدری در مدرسه دارند (05/0>P). همچنین نتایج نشان داد که رابطۀ دانش‌آموز با والدین (067/0-b=)، همسالان (042/0-b=) و معلمان (029/0-b=) با میانجی‌گری خودکارآمدی اثر غیرمستقیم، منفی و معنا‌داری (01/0>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.

کلمات کلیدی: خودکارآمدی ، معلمان ، همسالان ، رابطۀ دانش‌آموز با والدین ، قلدری در مدرسه .

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

English Abstract: 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. Introduction In 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). Moreover, supportive peer relationships provide an environment where adolescents can share their emotional experiences, help individuals feel socially competent, regulate their emotions, and protect against negative emotional experiences (Hailey et al., 2015). According to researchers, the greatest likelihood of bullying behavior occurs in playground areas, school pathways, especially in the absence of the teacher, and in the process of going to and returning from school (Wang et al., 2015). This data highlights the importance of the teacher and other school officials’ roles in the emergence of bullying. It has even been stated that junior and senior high school students prefer effective interventions from teachers and proper classroom management as the ideal approach to dealing with bullying (Jalon & Arias, 2013). Therefore, the present study aims to answer the question whether the relationship between students and their parents, peers, and teachers influences bullying in students through the mediating role of self-efficacy. Methodology This applied study was conducted using path analysis, which is considered a quantitative correlational research method. The statistical population included all male students in senior high school in Behbahan, Iran during the 2023-2024 academic year. From this population, 300 students were selected using cluster sampling. Initially, the all-male senior high schools in Behbahan city were divided into four geographical areas: north, south, east, and west. Two schools were then selected from each geographical area; of these, eight schools were chosen, and 40 students were randomly selected from each school comprise the sample. In total, 320 students were chosen, plus an additional 20 to account for attrition. This research was approved by the Research Ethics Committee of Islamic Azad University, Behbahan Branch, with the code IR.IAU.BEHBAHAN.REC.1403.080. Finally, for data analysis, Pearson’s correlation coefficient and structural equation modeling were used in SPSS V24 and AMOS V24 software. In this study, the Illinois Bullying Questionnaire, General Self-Efficacy Scale by Jerusalem and Schwarzer (1995), Child-Parent Relationship Scale by Pianta (2011), Student-Peer Relationship Scale by Hudson (1992), and Student-Teacher Relationship Scale by Mory and Zowich (2011) were used. Results A total of 300 male students from senior high schools participated in this research. The age range of this group was 15 to 18 years. The mean age and standard deviation of the students were 15.97 ± 0.90 years. Additionally, there were 101 students in the 10^th grade (33.7%), 99 students in the 11^th grade (33%), and 100 students in the 12^th grade (33.3%). The results of the research paths are presented in Table 1.  Based on Table 1, the indirect effects obtained suggest that the variables of student relationships with parents, peers, and teachers, through the mediating role of self-efficacy, have a significant, negative, and indirect effect on bullying. The bootstrap method was used to assess the significance of the indirect effects, and revealed that both the lower and upper limits for the variables of student relationships with parents, peers, and teachers were negative. Furthermore, zero did not fall within this range, which implies that these relationships are statistically significant. Discussion and conclusion The results show that the relationship of students with their parents, teachers, and peers has a direct, negative, and significant effect on bullying. Furthermore, self-efficacy also had a direct, negative, and significant effect on bullying. Additionally, the results revealed that the relationship between students and their parents, peers, and teachers, with the mediating role of self-efficacy, had an indirect and significant effect on bullying. To explain these findings, it can be argued that when the relationships of students with teachers, peers, and parents are warm and positive, students feel a sense of self-efficacy, and as a result, less aggressive bullying behavior occurs. These students, after having positive interactions with teachers, parents, and peers, and experiencing a sense of self-efficacy, tend to engage in positive behaviors. This explains the findings of the research. Based on the results of this study, the research model should be carefully designed and developed into an intervention and distributed to professionals in relevant fields to help reduce bullying in schools. Moreover, communication strategies for improving students' relationships with parents, teachers, and peers, considering self-efficacy, should be promoted. Organizing workshops and seminars about the relationship between the variables and how they impact the reduction of adolescent bullying could be another direction for applied research in this area. Finally, the researchers express their sincere gratitude to all participants for their patience, perseverance, and cooperation.