This study explored how social exclusion predicted adolescent wellbeing via stress, academic self-efficacy, and school satisfaction. Data were collected from 328 adolescents in Turkey. Mediation analyses revealed that the negative effects of social exclusion on wellbeing were partially mediated by stress, academic self-efficacy, and school satisfaction. Given its important role in students’ social, academic, and psychological development, researchers and practitioners may need to give more attention to social exclusion as a key risk factor for decreased wellbeing.

This investigation examined the relationship between adolescent students’ attributional style and their perceived academic self-efficacy using the Children's Attributional Style Questionnaire (CASQ) (Seligman et al., 1984) and Multidimensional Scales of Perceived Self Efficacy (Bandura, 1989). Attributional style, defined as the way in which people explain events (Abramson, Seligman, & Teasdale, 1978), is represented by three dimensions: permanence, pervasiveness, and personalisation. Statistically significant differences were observed between attributional style for gender and academic streams. Females were more optimistic and hopeful than males. They attributed permanence to good events, but assumed personal responsibility for bad events. Males displayed a more negative attributional style, perceiving negative events as permanent and pervasive. Higher-ability students reported greater optimism about their future compared to their lower-ability students. No gender and ability differences were found for academic self-efficacy. Students’ attributional style was positively associated with their efficacy for self-regulated learning. Findings were interpreted in terms of educational implications and student empowerment, with suggestions made for future studies.

This study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, self-efficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire for Children (Murris, 2001), and a demographic information form to 721 middle school students (50.3% female, 49.7% male). The associations between bullying involvement and the independent variables were evaluated using a multiple correspondence analysis. Results showed that females tended to be not involved or victims, whereas males tended to be bullies or both bullies and victims. There were moderate associations between all self-efficacies, academic achievement, and bullying involvement. In particular, high self-efficacies and high academic achievement were related to being not involved in bullying, while low self-efficacies and low academic achievement were associated with either being a victim or both bully and victim.