Bullying And Self-Efficacy In Higher Education: A Systematic Review Of Psychological Impacts On University Students

Abstract

Bullying within higher education environments poses a significant threat to students’ psychological well-being and academic development. Despite extensive attention to its prevalence, the specific impact of bullying on students’ self-efficacy remains insufficiently addressed in current literature. This study conducts a qualitative systematic literature review to examine how various forms of bullying—verbal, social, psychological, physical, and cyber—affect key components of self-efficacy, including self-confidence, motivation, perceived control, and coping ability. A total of 42 peer-reviewed articles published between 2010 and 2025 were systematically selected and analyzed using thematic synthesis. The findings reveal that bullying consistently undermines students’ belief in their academic and personal capabilities, erodes intrinsic motivation, disrupts perceived autonomy, and weakens emotional resilience. These results underscore that bullying in university settings is not only a behavioral issue but also a profound psychological barrier to student empowerment. The study emphasizes the need for evidence-based institutional interventions, including proactive prevention strategies and psychological support systems, to safeguard student self-efficacy and promote resilience in higher education.