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Does authentic self‐esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short‐term longitudinal study with early adolescents
Boulton, Michael J. Macaulay, Peter J. R.
Boulton, Michael J.
Macaulay, Peter J. R.
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2022-12-22
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Abstract
Bullying victimization is a risk factor for social anxiety and disrupted classroom concentration among young people. Self‐esteem has been implicated as a protective factor, but extant literature is sparse. Aims: Aim of present study was to test if a new measure of authentic self‐esteem can buffer the negative effects of bullying victimization on social anxiety and disrupted classroom concentration concurrently and across time. Sample: A short‐term longitudinal questionnaire design was employed with 836 12‐ and 13‐year‐olds. Methods: Peer nominations of bullying victimization and self‐reports of authentic self‐esteem were collected during winter term, and self‐reports of social anxiety and disrupted classroom concentration were solicited then and also 5 months later. Results: Hierarchical multiple regression models indicated that authentic self‐esteem moderated the association between bullying victimization and (i) social anxiety both concurrently and longitudinally and (ii) disrupted classroom concentration longitudinally. The Johnson‐Neyman technique identified where on its scale authentic self‐esteem had its buffering effects, and these were found to be at relatively low or moderate levels. Conclusions: Even moderate levels of authentic self‐esteem can mitigate the association between being bullied and (i) social anxiety and (ii) disrupted classroom concentration. Efforts to monitor and where necessary enhance the authentic self‐esteem of young people are warranted.
Citation
Boulton, M. J., & Macaulay, P. J. R. (2023). Does authentic self‐esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short‐term longitudinal study with early adolescents. British Journal of Educational Psychology, 93(2), 500-512. https://doi.org/10.1111/bjep.12573
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Wiley
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British Journal of Educational Psychology
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Article
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0007-0998
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2044-8279