Self-Efficacy of Turkish Middle Schoolers in Coping with Bullying and Related Factors

Abstract Background Peer bullying becomes especially evident in early adolescence and emerges as an important problem. One of the factors that affect individuals’ coping with peer bullying is self-efficacy. This study aimed to adapt the Bullying Victimization Self-Efficacy Scale into Turkish, assess its validity and reliability, and examine middle school students’ self-efficacy in handling bullying. Methods This cross-sectional study was conducted in Ümraniye, Istanbul, between September and November 2024 (N = 4246). The sample included 402 middle school students (5th-8th grade) selected by cluster sampling method. Data were collected using a descriptive questionnaire and the Bullying Victimization Self-Efficacy Scale. Comparisons according to descriptive characteristics were made using independent samples t-test and one-way ANOVA (p < 0.05). Results The mean age of the students was 11.70±1.27 years and 51% were female. 26.1% reported school bullying, 11.4% experienced cyberbullying, and 36.6% had friends who were bullied. The mean Bullying Victimization Self-Efficacy Scale score was 60.18±11.99 (min:16, max:80). Higher scores were observed in females; those not bullied; those who had not witnessed bullying; those living with both parents; students with more highly educated parents, employed fathers, good financial status, and strong relationships with fathers, friends, and teachers. Those with good relationships with mothers and siblings also scored higher than those with moderate relationships. Eighth-graders had lower scores than other grades (p < 0.05). A weak negative correlation was found between scale scores and age, number of siblings, and daily internet use (p < 0.05). Conclusions It was determined that one in four students was bullied at school and that those who were bullied had low scale scores. Implementing bullying prevention programs in schools and initiatives to increase self-efficacy in the programs may be useful in solving the problem. Key messages • One in four students faces bullying at school, with those bullied showing lower self-efficacy. School-based bullying prevention programs can boost self-efficacy and reduce bullying. • Parental education and strong relationships positively influence self-efficacy in coping with bullying. Programs enhancing self-efficacy may help reduce school bullying.