School bullying and self‐efficacy in adolescence: A meta‐analysis

Abstract Introduction Given that literature has examined the relation between school bullying and self‐efficacy, findings have been mixed. This meta‐analysis aimed to clarify whether school bullying is associated with adolescents' self‐efficacy, a key component of social information processing essential for the evaluation of potential behavioral responses. We further examined moderators associated with heterogeneity in the above relation, including participant roles, types of school bullying, types of self‐efficacy, and demographic factors (e.g., age, gender, and cultural background). Method This study followed the Preferred Reporting Items for Systematic Reviews and Meta‐analyses Statement for searching, identifying, and screening eligible articles. A total of 53 articles ( N = 71,661; M age = 12.69 years) were included (50 in English and 3 in Chinese). Articles were coded by two graduate‐level coders independently with a high inter‐rater reliability (97.12%). Results The results showed that (1) school bullying was negatively associated with self‐efficacy ( r = −.07, p < .001) among adolescents, and (2) the above relation varied by participant role (e.g., bullies, victims, bully‐victims, and defenders), types of school bullying (e.g., traditional bullying, cyberbullying, and both), and types of self‐efficacy (e.g., general and domain‐specific self‐efficacy). Findings The findings highlight that school bullying is associated with disruptive cognitive processing in adolescence, low self‐efficacy in particular, and the heterogeneity should be considered to fully understand the association between school bullying and self‐efficacy among adolescents.