The Role of Classroom Collective Efficacy and Self-Concept in Peer Relationship and Victimization of Elementary School Students: A Multilevel Moderated Mediation Analysis

Abstract

Few studies have distinguished and compared the relationships and pathways between peer acceptance, peer rejection, friendship quality, self-concept, and victimization, as well as their interactions with classroom characteristics. This study aimed to address this gap by examining these relationships over 1 year, focusing on the roles of collective efficacy and self-concept at both the classroom and individual levels. A sample of 1053 elementary school students in grades 4–6 across 36 classes completed questionnaires, and a multilevel moderated mediation model was constructed. After controlling for gender and grade, the study found: (1) The association between friendship quality and victimization was the strongest, followed by peer acceptance and peer rejection, with no significant difference between the latter two. (2) Peer acceptance was related to victimization entirely through self-concept, while peer rejection was directly related to victimization. Friendship quality was primarily related to victimization directly rather than through self-concept. (3) Collective efficacy was negatively related to victimization and moderated the relationships between peer rejection, friendship quality, and victimization. Higher collective efficacy reduced the association between peer rejection and victimization but diminished the protective effect of friendship quality on victimization. This study not only clarified the specific roles and pathways of peer acceptance, peer rejection, and friendship quality in relation to victimization but also highlighted the protective role of peer interactions at the classroom level, enhancing our understanding of victimization dynamics.