Relationship of Self-Efficacy with Bystander Participant Roles in School Bullying

qra Mubeen Bala and Komala M.
University of Mysore, Mysore


Addressing bullying is essential for creating safe learning environments. Bullying is a
pervasive issue in Indian schools, affecting not only victims and bullies but also
Bystanders. This study focuses on participant roles in bullying dynamics, emphasizing
the crucial role of Bystanders. This exploratory study aims to examine participant role
distribution in school bullying and understand the impact of self-efficacy on these roles.
A total of 275 students (ages 9-13) from two private schools were randomly selected
from two education zones in Mysore City. The study utilized a self-developed
questionnaire, a Participant Research Questionnaire (PRQ), and a Self-Efficacy Scale
to assess the socio-demographic variables, different Participant Roles and levels of
Social, Emotional, and Academic self-efficacy of sample. The study analyzed the
percentage distribution of participant roles in bullying and explored the relationship
between self-efficacy and these roles. Statistical significance and correlation were further
determined, revealing notable differences in self-efficacy levels across participant roles.
Results showed significant differences in self-efficacy levels among bullies, victims,
and Bystanders (p<0.001). Bullies exhibited high self-efficacy, while victims showed
low levels. Bystanders’ self-efficacy varied based on their roles, emphasizing the need
for tailored interventions. Empowering all Bystanders to develop a sense of efficacy in
their ability to combat bullying is critical for devising effective intervention strategies
and utilizing them as agents of change

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