Summary
This study examined how different domains of self-esteem predict bullying involvement (offline and cyber) and subsequent school adjustment in adolescents. Using mediation analysis on 459 participants (194 with school adjustment data), the authors found that offline victimisation was the only significant pathway linking self-esteem to school adjustment, with positive effects for social and emotional self-esteem but negative effects for school performance self-esteem. Person-oriented analysis revealed that victims reported lower self-esteem across most domains, whilst bullies showed paradoxically higher social self-esteem despite lower school performance self-esteem; both groups exhibited poorer school adjustment and greater loneliness.
UK applicability
The findings may be applicable to UK secondary schools, though the online retrospective design and lack of stated geographical context limit direct transferability. UK schools implementing anti-bullying programmes could consider targeting self-esteem domains differentially, though local validation would be warranted.
Key measures
Domain-specific self-esteem (social, emotional, school performance, body-related), offline and cyber bullying perpetration and victimisation, school adjustment, loneliness
Outcomes reported
The study examined associations between self-esteem domains and bullying perpetration/victimisation (offline and cyber contexts), and their mediated effects on school adjustment and loneliness. Offline victimisation emerged as the only significant mediator between self-esteem domains and school adjustment.
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