ArticleFrontiers in psychology2024
Motor self-efficacy and physical education in school bullying.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- The importance of physical education and the intention to be physically active as predictors of subjective well-being in secondary school adolescents.Frontiers in sports and active living · 2026Article
- Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth.European journal of investigation in health, psychology and education · 2025Article
- Is physical exercise associated with reduced adolescent social anxiety mediated by psychological resilience?: evidence from a longitudinal multi-wave study in China.Child and adolescent psychiatry and mental health · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In recent years, there has been a notable increase in bullying rates in school. Bullying is characterized as a repeated set of malicious actions by an individual or group toward another individual in an imbalanced power dynamic, resulting in physical, psychological, social, or material harm to the victim, with the intention of causing social exclusion. The scientific literature has investigated the factors that influence this type of behavior, environmental factors, such as school location and student age, as well as other factors, such as gender and level of physical fitness, also play an important role. This study examined the correlation between motor self-efficacy and bullying, considering that physical activity acts as a regulator in these cases. The Kolmogorov-Smirnov test was employed to assess the normality of the data distribution, and Spearman's Rho test was used to analyze the relationship between each dimension of the EBIPQ and E-AEM scores. The Cronbach's alpha was used to evaluate the reliability of each instrument. The results indicated a significant inverse correlation between the EBIP-Q and E-AEM in the variables of sex, educational stage and school environment. In conclusion, an inverse correlation was observed between motor self-efficacy and bullying, indicating that higher levels of motor self-efficacy are related to lower levels of bullying victimization. Motor self-efficacy could be used as a tool to reduce bullying situations at school. It would be important for government policies to encourage the practice of physical activity in all areas of life in order to improve motor self-efficacy and end bullying.
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