Comparing Buffer Versus Transmission Models of Bullying Victimization, Math Confidence, and Math Achievement: A Multilevel Approach

ABSTRACT Experiences of bullying victimization (BV) are associated with poorer academic performance and academic self‐efficacy and self‐concept, with self‐beliefs often mediating the relation between BV and academic performance. This transmission model implies that BV can weaken the social cognitive and affective self‐perceptions related to academic performance (confidence), thereby reducing actual academic performance. A plausible alternative but under‐investigated model is that academic confidence protects against the impacts of BV on students' academic functioning by moderating the relation between BV and achievement (the buffer model). We use the Trends in International Math and Sciences Study (TIMSS) United States data to compare transmission and buffer models that examine the relationship between BV, math confidence, and math achievement across student, classroom, and school contexts. Approximately 8,700 students in 270 schools and 500 classrooms in Grades 4 and 8 participated in the study. Using Bayesian multilevel multivariate modeling, we compare the buffer and transmission models (as well as other model specifications), finding that in both Grades 4 and 8, the transmission model showed the best relative model fit. We discuss the patterns of relations at the individual student level and examine classroom and school context effects. We discuss implications for research and practice, limitations, and future directions.