@article{ref1,
title="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",
journal="British journal of educational psychology",
year="2022",
author="Boulton, Michael J. and Macaulay, Peter J. R.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="BACKGROUND: 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. Language: en
",
language="en",
issn="0007-0998",
doi="10.1111/bjep.12573",
url="http://dx.doi.org/10.1111/bjep.12573"
}