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<p>The present study examined the mediating role of self-esteem in the relationship between peer bullying and school belonging. The study employed a correlational research design. The sample consisted of high school students enrolled in public schools in Şırnak, Türkiye, during the 2024–2025 academic year. Of the 500 students reached, 57 were excluded based on data quality screening, missing data, and outlier criteria; thus, analyses were conducted on data from 443 students. Data were collected using the Peer Bullying Scale, the School Belonging Scale, and the Rosenberg Self-Esteem Scale for Children. The mediation model was tested using Hayes’ PROCESS macro, and the significance of the indirect effect was examined through bootstrapping. The results indicated that peer bullying negatively predicted school belonging, whereas self-esteem positively predicted school belonging. In addition, self-esteem partially mediated the association between peer bullying and school belonging, suggesting that self-esteem is a meaningful psychological mechanism linking bullying experiences to students’ sense of belonging at school. Supplementary analyses focusing on the subdimensions of bullying showed that victimization significantly predicted school belonging, whereas bullying perpetration was not a significant predictor. Overall, the findings suggest that the negative association between peer bullying and school belonging is shaped not only by behavioral experiences but also by psychological resources. Accordingly, school-based prevention and intervention efforts may benefit from incorporating practices that strengthen students’ self-esteem and support vulnerable students in the school context.</p>

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The mediating role of self-esteem in the relationship between peer bullying and school belonging

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月3日

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  • Özgür Seyfi Denli,
  • Gülizar Yıldız,
  • Eser Karal,
  • Ersin Özkan

摘要

The present study examined the mediating role of self-esteem in the relationship between peer bullying and school belonging. The study employed a correlational research design. The sample consisted of high school students enrolled in public schools in Şırnak, Türkiye, during the 2024–2025 academic year. Of the 500 students reached, 57 were excluded based on data quality screening, missing data, and outlier criteria; thus, analyses were conducted on data from 443 students. Data were collected using the Peer Bullying Scale, the School Belonging Scale, and the Rosenberg Self-Esteem Scale for Children. The mediation model was tested using Hayes’ PROCESS macro, and the significance of the indirect effect was examined through bootstrapping. The results indicated that peer bullying negatively predicted school belonging, whereas self-esteem positively predicted school belonging. In addition, self-esteem partially mediated the association between peer bullying and school belonging, suggesting that self-esteem is a meaningful psychological mechanism linking bullying experiences to students’ sense of belonging at school. Supplementary analyses focusing on the subdimensions of bullying showed that victimization significantly predicted school belonging, whereas bullying perpetration was not a significant predictor. Overall, the findings suggest that the negative association between peer bullying and school belonging is shaped not only by behavioral experiences but also by psychological resources. Accordingly, school-based prevention and intervention efforts may benefit from incorporating practices that strengthen students’ self-esteem and support vulnerable students in the school context.