1
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Bjärehed M, Sjögren B, Thornberg R, Gini G, Pozzoli T. A short-term longitudinal study on the development of moral disengagement among schoolchildren: the role of collective moral disengagement, authoritative teaching, and student-teacher relationship quality. Front Psychol 2024; 15:1381015. [PMID: 38751766 PMCID: PMC11095254 DOI: 10.3389/fpsyg.2024.1381015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Accepted: 04/09/2024] [Indexed: 05/18/2024] Open
Abstract
The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.
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Affiliation(s)
- Marlene Bjärehed
- Department of Primary Teacher Education, Kristianstad University, Kristianstad, Sweden
| | - Björn Sjögren
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Gianluca Gini
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
| | - Tiziana Pozzoli
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
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2
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Yan ZX, He Z, Jiang LH, Zou X. Age-related trajectories of the development of social cognition. Front Psychol 2024; 15:1348781. [PMID: 38711752 PMCID: PMC11071648 DOI: 10.3389/fpsyg.2024.1348781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2023] [Accepted: 03/20/2024] [Indexed: 05/08/2024] Open
Abstract
Age-related trajectories of intrinsic functional connectivity (iFC), which represent the interconnections between discrete regions of the human brain, for processes related to social cognition (SC) provide evidence for social development through neural imaging and can guide clinical interventions when such development is atypical. However, due to the lack of studies investigating brain development over a wide range of ages, the neural mechanisms of SC remain poorly understood, although considerable behavior-related evidence is available. The present study mapped vortex-wise iFC features between SC networks and the entire cerebral cortex by using common functional networks, creating the corresponding age-related trajectories. Three networks [moral cognition, theory of mind (ToM), and empathy] were selected as representative SC networks. The Enhanced Nathan Kline Institute-Rockland Sample (NKI-RS, N = 316, ages 8-83 years old) was employed delineate iFC characteristics and construct trajectories. The results showed that the SC networks display unique and overlapping iFC profiles. The iFC of the empathy network, an age-sensitive network, with dorsal attention network was found to exhibit a linear increasing pattern, that of the ventral attention network was observed to exhibit a linear decreasing pattern, and that of the somatomotor and dorsal attention networks was noted to exhibit a quadric-concave iFC pattern. Additionally, a sex-specific effect was observed for the empathy network as it exhibits linear and quadric sex-based differences in iFC with the frontoparietal and vision networks, respectively. The iFC of the ToM network with the ventral attention network exhibits a pronounced quadric-convex (inverted U-shape) trajectory. No linear or quadratic trajectories were noted in the iFC of the moral cognition network. These findings indicate that SC networks exhibit iFC with both low-level (somatomotor, vision) and high-level (attention and control) networks along specific developmental trajectories. The age-related trajectories determined in this study advance our understanding of the neural mechanisms of SC, providing valuable references for identification and intervention in cases of development of atypical SC.
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Affiliation(s)
- Zhi-Xiong Yan
- Guangxi Center of Developmental Population Neuroscience, Nanning Normal University, Nanning, China
| | - Zhe He
- Guangxi Center of Developmental Population Neuroscience, Nanning Normal University, Nanning, China
| | - Ling-Hui Jiang
- Guangxi Center of Developmental Population Neuroscience, Nanning Normal University, Nanning, China
| | - Xia Zou
- Continuing Education School, Guangxi College for Preschool Education, Nanning, China
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3
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Kim J, Sijtsema JJ, Thornberg R, Caravita SCS, Hong JS. Shaping Citizenship in the Classroom: Peer Influences on Moral Disengagement, Social Goals, and a Sense of Peer Community. J Youth Adolesc 2024; 53:732-743. [PMID: 38091164 DOI: 10.1007/s10964-023-01916-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 11/22/2023] [Indexed: 02/04/2024]
Abstract
Despite the important role of peers in the social process of classroom citizenship, the peer influence related to moral disengagement, social goals, and a sense of peer community remain unclear. To this end, it was examined to what extent youth become similar to their friends in moral disengagement, social goals, and a sense of peer community. Participants were 283 South Korean third to sixth graders (Mage = 9.60 years, SD = 0.97; 51.6% girls) who completed an online survey for moral disengagement, social goals, the sense of peer community and friendship network across the beginning (Time 1) and end (Time 2) of the school semester (September to December). Longitudinal social network analyses indicated that youth became more similar to their friends concerning moral disengagement and a sense of peer community, but did not select friends based on these aspects. The strength of these influence effects varied in terms of different levels of these aspects. Specifically, youth were more likely to become similar to their friends at lower levels of moral disengagement. Youth tended to be similar to the friends' level of sense of peer community. This tendency was relatively strong at the lowest and the highest levels of a sense of peer community. Future research should address the role of friendship in shaping classroom citizenship and the importance of classroom daily teaching practice in youth citizenship development.
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Affiliation(s)
- Jingu Kim
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, 6525 GD, Nijmegen, The Netherlands.
- Busan National University of Education, Busan, South Korea.
| | - Jelle J Sijtsema
- Tilburg University, Tilburg, The Netherlands
- University of Groningen, Groningen, The Netherlands
| | | | | | - Jun Sung Hong
- Wayne State University, Detroit, USA
- Ewha Womans University, Seoul, South Korea
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4
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Thornberg R. Longitudinal link between moral disengagement and bullying among children and adolescents: A systematic review. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1080/17405629.2023.2191945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/22/2023]
Affiliation(s)
- Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linkoping, Sweden
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5
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Paciello M, Corbelli G, Di Pomponio I, Cerniglia L. Protective Role of Self-Regulatory Efficacy: A Moderated Mediation Model on the Influence of Impulsivity on Cyberbullying through Moral Disengagement. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020219. [PMID: 36832346 PMCID: PMC9954595 DOI: 10.3390/children10020219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 01/21/2023] [Accepted: 01/25/2023] [Indexed: 01/28/2023]
Abstract
During online interactions, adolescents are often exposed to deviant opportunities. In this context, the capacity to regulate one's behavior is essential to prevent cyberbullying. Among adolescents, this online aggressive behavior is a growing phenomenon, and its deleterious effects on teenagers' mental health are well known. The present work argues the importance of self-regulatory capabilities under deviant peer pressure in preventing cyberbullying. In particular, focusing on two relevant risk factors, i.e., impulsivity and moral disengagement, we examine (1) the mediation role of moral disengagement in the process leading to cyberbullying from impulsivity; (2) the buffering effect of the perceived self-regulatory capability to resist deviant peer pressure in mitigating the effect of these impulsive and social-cognitive dimensions on cyberbullying. Moderated mediation analysis was performed on a sample of 856 adolescents; the results confirm that the perceived self-regulatory capability to resist peer pressure effectively mitigates the indirect effect of impulsivity through moral disengagement on cyberbullying. The practical implications of designing interventions to make adolescents more aware and self-regulated in their online social lives to counter cyberbullying are discussed.
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6
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Yang J, Li S, Gao L, Wang X. Longitudinal associations among peer pressure, moral disengagement and cyberbullying perpetration in adolescents. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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7
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Defending or not? The role of peer status, social self-efficacy, and moral disengagement on Chinese adolescents’ bystander behaviors in bullying situations. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04039-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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8
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Pyżalski J, Plichta P, Szuster A, Barlińska J. Cyberbullying Characteristics and Prevention-What Can We Learn from Narratives Provided by Adolescents and Their Teachers? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191811589. [PMID: 36141856 PMCID: PMC9517049 DOI: 10.3390/ijerph191811589] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 08/30/2022] [Accepted: 09/07/2022] [Indexed: 05/13/2023]
Abstract
The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students' and teachers' perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13-16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens' testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.
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Affiliation(s)
- Jacek Pyżalski
- Faculty of Educational Studies, Adam Mickiewicz University of Poznań, 60-568 Poznań, Poland
| | - Piotr Plichta
- Institute of Pedagogy, Faculty of Historical and Pedagogical Sciences, University of Wrocław, 50-139 Wrocław, Poland
- Correspondence:
| | - Anna Szuster
- Faculty of Psychology, University of Warsaw, 00-183 Warsaw, Poland
| | - Julia Barlińska
- Faculty of Psychology, University of Warsaw, 00-183 Warsaw, Poland
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9
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Liu J, Yu L, Zhao X, Liu Y, Jiao L. Creativity Profiles and the Role of Interpersonal Relationships in Primary School Pupils: A
Person‐Centered
Approach. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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10
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Reactive and proactive aggression subgroups in early adolescents and the interplay among callous-unemotional traits, moral disengagement, empathy and functions of aggression. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00858-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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11
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Esposito C, Spadari EM, Caravita SCS, Bacchini D. Profiles of Community Violence Exposure, Moral Disengagement, and Bullying Perpetration: Evidence from a Sample of Italian Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:5887-5913. [PMID: 35259316 DOI: 10.1177/08862605211067021] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
According to the Pathologic Adaptation Model of community violence exposure, repeated experiences of violence within the community lead youth to accept violence as a normative and legitimate strategy to cope with conflict, thus increasing their involvement in aggressive behaviors. This hypothesis has been under-investigated with reference to bullying at school. Using a person-centered analytical approach (latent profile analysis), this study examines the mediating role of moral disengagement as a type of normalizing cognition about violence, in the relationship between profiles of community violence exposure and perpetration of bullying. Eight hundred and two adolescents (11-18 years; 43.4% girls) from two different urban and societal contexts in Italy (Milan vs. Naples) participated in the study. Four profiles of exposure to community violence emerged. Context site and age influenced belonging to the four profiles. Being moderately exposed to violence, both as a victim and as a witness, was significantly associated with higher levels of moral disengagement and bullying perpetration. Being exposed as a witness and as a victim, and being exposed only as a witness were associated with bullying perpetration via the increase of moral disengagement. These findings support the Pathologic Adaptation Model and indicate that adolescents who experience higher levels of community violence, as a witness or both as a witness and a victim, are more likely to develop morally disengaged beliefs about violence, which in turn would increase the likelihood to perpetrate bullying. Results are also discussed in the context of social diversity.
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Affiliation(s)
| | | | - Simona C S Caravita
- 9371Catholic University of the Sacred Heart, Milan & Brescia, Italy
- 56627University of Stavanger, Stavanger, Norway
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12
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Caravita SCS, Finne JN, Fandrem H. Two Dimensions of Moral Cognition as Correlates of Different Forms of Participation in Bullying. Front Psychol 2022; 12:768503. [PMID: 35250690 PMCID: PMC8896117 DOI: 10.3389/fpsyg.2021.768503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 12/07/2021] [Indexed: 11/13/2022] Open
Abstract
The present study investigated the extent to which moral disengagement and the tendency to consider moral rules as socio-conventional rules are distinct dimensions of morality, and their association with three different forms of participation in bullying (perpetrating bullying, defending the victim and passive bystander behavior). These two types of moral cognitions have been theorized in different models of morality and are usually studied independently, even if research on moral shifts (the interpretation of a moral rule transgression as a socio-conventional rule transgression) suggests some possible overlaps. A group of 276 Italian students from primary and middle school (aged 8–15) completed self-reports assessing moral disengagement, socio-conventional perception of moral rules, and participation in bullying as bully, defender of the victim and passive bystander. Results from structural equation modeling analysis confirmed that moral disengagement and socio-conventional comprehension of aggressions are separate and moderately connected morality dimensions. Controlling for age, gender and SES, only moral disengagement was positively associated with perpetrating bullying. These results point to moral disengagement as the critical component of moral cognitions to be addressed in interventions.
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Affiliation(s)
- Simona C. S. Caravita
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
- *Correspondence: Simona C. S. Caravita,
| | - Johannes N. Finne
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
| | - Hildegunn Fandrem
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
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13
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Maftei A, Holman AC, Merlici IA. Using fake news as means of cyber-bullying: The link with compulsive internet use and online moral disengagement. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2021.107032] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
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14
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Hopp MDS, Händel M, Bedenlier S, Glaeser-Zikuda M, Kammerl R, Kopp B, Ziegler A. The Structure of Social Networks and Its Link to Higher Education Students' Socio-Emotional Loneliness During COVID-19. Front Psychol 2022; 12:733867. [PMID: 35095637 PMCID: PMC8792991 DOI: 10.3389/fpsyg.2021.733867] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 12/13/2021] [Indexed: 11/13/2022] Open
Abstract
Lonely students typically underperform academically. According to several studies, the COVID-19 pandemic is an important risk factor for increases in loneliness, as the contact restrictions and the switch to mainly online classes potentially burden the students. The previously familiar academic environment (campus), as well as the exchange with peers and lecturers on site, were no longer made available. In our cross-sectional study, we examine factors that could potentially counteract the development of higher education student loneliness during the COVID-19 pandemic from a social network perspective. During the semester, N = 283 students from across all institutional faculties of a German comprehensive university took part in an online survey. We surveyed their social and emotional experiences of loneliness, their self-reported digital information-sharing behavior, and their current egocentric networks. Here, we distinguished between close online contacts (i.e., mainly online exchanges) and close offline contacts (i.e., mainly in-person face-to-face exchanges). In addition, we derived the interconnectedness (i.e., the densities of the egocentric networks) and heterogeneity (operationalized with the entropy) of students' contacts. To obtain the latter, we used a novel two-step method combining t-distributed stochastic neighbor embedding (t-SNE) and cluster analysis. We explored the associations of the aforementioned predictors (i.e., information-sharing behavior, number of online and offline contacts, as well as interconnectedness and heterogeneity of the close contacts network) on social and emotional loneliness separately using two hierarchical multiple linear regression models. Our results suggest that social loneliness is strongly related to digital information-sharing behavior and the network structure of close contacts. In particular, high information-sharing behavior, high number of close contacts (whether offline or online), a highly interconnected network, and a homogeneous structure of close contacts were associated with low social loneliness. Emotional loneliness, on the other hand, was mainly related to network homogeneity, in the sense that students with homogeneous close contacts networks experienced low emotional loneliness. Overall, our study highlights the central role of students' close social network on feelings of loneliness in the context of COVID-19 restrictions. Limitations and implications are discussed.
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Affiliation(s)
- Manuel D. S. Hopp
- Department of Psychology, University of Erlangen Nuremberg, Erlangen, Germany
| | - Marion Händel
- Department of Psychology, University of Erlangen Nuremberg, Erlangen, Germany
| | - Svenja Bedenlier
- Department of Education, University of Erlangen Nuremberg, Erlangen, Germany
| | | | - Rudolf Kammerl
- Department of Education, University of Erlangen Nuremberg, Erlangen, Germany
| | - Bärbel Kopp
- Department of Education, University of Erlangen Nuremberg, Erlangen, Germany
| | - Albert Ziegler
- Department of Psychology, University of Erlangen Nuremberg, Erlangen, Germany
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15
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Jiang HB, Zhou HL, Zhang B, Liang HY, Lian JJ, Zhang YY. Cumulative risk and school bullying experiences: Effects of moral disengagement and gender. JOURNAL OF PSYCHOLOGY IN AFRICA 2021. [DOI: 10.1080/14330237.2021.2001948] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Huai-Bin Jiang
- School of Education, Fujian Polytechnic Normal University, Fuzhou, China
| | - Hui-Ling Zhou
- College of Medical Humanities, Guizhou Medical University, Guiyan, China
| | - Bin Zhang
- Department of Applied Psychology, Hunan University of Chinese Medicine, Changsha, China
| | - Han-Yu Liang
- College of Medical Humanities, Guizhou Medical University, Guiyan, China
| | - Jing-Jing Lian
- School of Education, Fujian Polytechnic Normal University, Fuzhou, China
| | - Yang-Yu Zhang
- School of Education, Fujian Polytechnic Normal University, Fuzhou, China
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16
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Malti T, Galarneau E, Peplak J. Moral Development in Adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1097-1113. [PMID: 34820950 DOI: 10.1111/jora.12639] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 05/07/2021] [Accepted: 05/10/2021] [Indexed: 06/13/2023]
Abstract
This article provides a selective review of research on moral development in adolescence during the past decade. We begin with introducing key concepts and reviewing critical theoretical advances in the field of adolescent moral development. This includes integrative models to the developmental study of morality and dynamic socialization models of moral development. Next, related major empirical findings are presented on moral emotion-behavior links, morality in intergroup contexts, and the socialization of moral development. Next, methodological innovations are presented, including new techniques to assess and analyze moral emotions and moral behaviors. We conclude by pointing to promising future directions for moral development research and practices aimed at promoting ethical growth and civic responsibility in adolescents around the globe.
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17
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Schools, Subcultural Values, and the Risk of Youth Violence: The Influence of the Code of the Street among Students in Three U.S. Cities. J Youth Adolesc 2021; 51:244-260. [PMID: 34665384 DOI: 10.1007/s10964-021-01521-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Accepted: 10/04/2021] [Indexed: 10/20/2022]
Abstract
Little is known about the role of subcultural values in the development of violence in schools and among school-aged children. Drawing on the "code of the street" thesis, which identifies schools as important staging grounds in the campaign for respect among young people, this study aims to fill this gap in the literature by analyzing student- and school-level associations between projected violence and self-reported subcultural values revolving around toughness and respect. The analytic sample includes N = 1767 students (53.65% female) in grades 7, 8, and 9 (ages 11-17 years, mean = 13.5 years) at 40 middle and high schools in Boston, MA, Denver, CO, and Miami, FL. Consistent with research involving a variety of adolescent and young adult populations, estimates from multilevel negative binomial regression models reveal a robust positive student-level association between personal adherence to subcultural values and projected violence. However, school-level results indicate a compositional, rather than contextual, effect in which higher school-mean levels of projected violence reflect the aggregate values of individual students rather than independent or interactive processes involving the school-level prevalence of code of the street values. Thus, while code of the street values may be important contributors to youth violence, the school setting appears to play a limited role in transmitting their influence among students.
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18
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Mauduy M, Bagneux V, Sénémeaud C. Unmasking School Bullying Witnesses: Five Different Psychological Profiles Related to Intention to Defend Victims. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1978272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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19
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Wang X, Zhao F, Yang J, Lei L. School Climate and Adolescents' Cyberbullying Perpetration: A Moderated Mediation Model of Moral Disengagement and Friends' Moral Identity. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP9601-NP9622. [PMID: 31286820 DOI: 10.1177/0886260519860089] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Based on an integration of the positive youth development model and the social cognitive theory, friends' moral identity was examined as a moderator of the direct and indirect relations between school climate and adolescent's cyberbullying perpetration via moral disengagement. Participants were 404 Chinese adolescents (Mage = 13.53 years, SD = 0.92). They completed the Perceived School Climate Scale and the Moral Identity Scale and nominated up to three friends whom they considered to be their "best friend" in their classroom at Time 1. After 6 months, they completed the Moral Disengagement Scale and the Cyberbullying Scale at Time 2. Results showed that adolescents who experienced positive school climate were less likely to cyberbully others, which was mediated by their moral disengagement. Friends' moral identity moderated the direct and indirect relations between school climate and cyberbullying perpetration. Specifically, the indirect relationship between school climate and cyberbullying perpetration through moral disengagement became nonsignificant for adolescents interacting with high moral identity friends. The direct association between school climate and cyberbullying perpetration was moderated by friends' moral identity.
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Affiliation(s)
| | | | | | - Li Lei
- Renmin University of China, Beijing, China
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20
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Bjärehed M, Thornberg R, Wänström L, Gini G. Moral disengagement and verbal bullying in early adolescence: A three-year longitudinal study. J Sch Psychol 2021; 84:63-73. [PMID: 33581771 DOI: 10.1016/j.jsp.2020.08.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 04/09/2020] [Accepted: 08/22/2020] [Indexed: 12/13/2022]
Abstract
This three-year longitudinal study examined both within- and between-person effects of moral disengagement on verbal bullying perpetration in early adolescence. Data came from the first four waves (T1-T4, Grades 4 to 7) of an ongoing longitudinal project examining social and moral correlates of bullying in Swedish schools. Participants included 2432 Swedish early adolescents (52% girls; Mage at T1 = 10.55 years). Students completed self-report measures of verbal bullying perpetration and moral disengagement. Results of a multilevel growth model showed that verbal bullying increased over time (regression coefficient for Grade was b = 0.04, SE = 0.01, p < .001). Additionally, the verbal bullying trajectories of participants with higher average levels of MD were higher (regression coefficient for MD¯ was b = 0.28, SE = 0.02, p < .001) and steeper (regression coefficient for the Grade ×MD¯ interaction was b = 0.02, SE = 0.01, p = .018), indicating that these students scored higher on verbal bullying in general and increased more in verbal bullying over time, compared to students with lower levels of average MD. Variations around one's own mean of MD over time was also significantly associated with concurrent changes in verbal bullying (regression coefficient for time-varying MD was b = 0.21, SE = 0.01, p < .001).
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Affiliation(s)
- Marlene Bjärehed
- Department of Behavioural Sciences and Learning, Linköping University, Sweden.
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - Linda Wänström
- Department of Computer and Information Science, Linköping University, Sweden
| | - Gianluca Gini
- Department of Developmental and Social Psychology, University of Padova, Italy
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Garandeau CF, Laninga-Wijnen L, Salmivalli C. Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy in Children and Adolescents. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2021; 51:515-529. [PMID: 33448897 DOI: 10.1080/15374416.2020.1846541] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Objective: As empathy is an important predictor of both bullying and defending behavior, many anti-bullying interventions aim to increase empathy among students. However, little is known on whether these interventions enhance both affective and cognitive empathy, and whether some students are more responsive than others to empathy-raising efforts. This study examined the effects of the Finnish anti-bullying program KiVa on changes in self-reported affective and cognitive empathy and tested whether these effects varied depending on students' gender, initial levels of empathy, peer-reported bullying, and peer-perceived popularity, as well as school type (primary versus secondary school) and classroom bullying norms.Method: Multilevel structural equation modeling analyses were conducted on pretest and posttest (1 year later) data from a sample of 15,403 children and adolescents (Mage = 13.4; 51.5% girls) in 399 control and 462 intervention classrooms from 140 schools participating in the evaluation of KiVa in 2007-2009.Results: KiVa had a positive effect on affective empathy, but not cognitive empathy. The effects of the program on both types of empathy did not depend on students' gender, initial levels of empathy, bullying, or popularity, nor on school type or classroom bullying norms.Conclusion: Findings suggest that KiVa can raise students' affective empathy regardless of students' gender, status, initial empathy, or levels of bullying, and regardless of school type or classroom bullying norms.
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Affiliation(s)
- Claire F Garandeau
- Department of Psychology and Speech-Language Pathology, University of Turku
| | | | - Christina Salmivalli
- Department of Psychology and Speech-Language Pathology, University of Turku.,Department of Psychology, Shandong Normal University
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Dokuka S, Valeeva D, Yudkevich M. How academic achievement spreads: The role of distinct social networks in academic performance diffusion. PLoS One 2020; 15:e0236737. [PMID: 32716973 PMCID: PMC7384671 DOI: 10.1371/journal.pone.0236737] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Accepted: 07/13/2020] [Indexed: 11/19/2022] Open
Abstract
Behavior diffusion through social networks is a key social process. It may be guided by various factors such as network topology, type of propagated behavior, and the strength of network connections. In this paper, we claim that the type of social interactions is also an important ingredient of behavioral diffusion. We examine the spread of academic achievements of first-year undergraduate students through friendship and study assistance networks, applying stochastic actor-oriented modeling. We show that informal social connections transmit performance while instrumental connections do not. The results highlight the importance of friendship in educational environments and contribute to debates on the behavior spread in social networks.
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Affiliation(s)
- Sofia Dokuka
- Institute of Education, HSE University, Moscow, Russia
| | - Diliara Valeeva
- Corpnet, Amsterdam Institute for Social Science Research, University of Amsterdam, Amsterdam, The Netherlands
| | - Maria Yudkevich
- Center for Institutional Studies, HSE University, Moscow, Russia
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Steinhoff A, Keller M. Pathways From Childhood Sociomoral Sensitivity in Friendship, Insecurity, and Peer Rejection to Adult Friendship Quality. Child Dev 2020; 91:e1012-e1029. [PMID: 32627194 DOI: 10.1111/cdev.13381] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Across the life span, friendship is an important component of people's support networks. This article explores the developmental roots of adult friendship intimacy and satisfaction, taking into consideration the early interplay between sociomoral sensitivity in friendship, insecurity in peer contexts, and peer rejection. Data (N = 176) came from the longitudinal study "Individual Development and Social Structure." Respondents were surveyed repeatedly from age 7 to 37 years. Autoregressive cross-lagged panel models show that sociomoral sensitivity in friendship protects adolescents from peer rejection and is reciprocally associated with insecurity. Childhood and adolescent sociomoral sensitivity antecede early adult friendship intimacy, which, in turn, antecedes friendship satisfaction in mid-adulthood. The findings indicate a sequence of pathways from sociomoral sensitivity developed early in life to friendship quality in adulthood.
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Lo Cricchio MG, García-Poole C, te Brinke LW, Bianchi D, Menesini E. Moral disengagement and cyberbullying involvement: A systematic review. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1782186] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Maria Grazia Lo Cricchio
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence, Florence, Italy
| | - Chloe García-Poole
- Department of Developmental and Educational Psychology, Universidad De La Laguna, Santa Cruz De Tenerife, Spain
| | | | - Dora Bianchi
- Sapienza University of Rome, Department of Social and Developmental Psychology, Rome, Italy
| | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence, Florence, Italy
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25
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Thiel CE, Bonner J, Bush JT, Welsh DT, Pati R. Rationalize or reappraise? How envy and cognitive reappraisal shape unethical contagion. PERSONNEL PSYCHOLOGY 2020. [DOI: 10.1111/peps.12387] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Chase E. Thiel
- Department of Management University of Wyoming Laramie Wyoming
| | - Julena Bonner
- Department of Management Utah State University Logan Utah
| | - John T. Bush
- Department of Management University of Missouri Columbia Missouri
| | - David T. Welsh
- Department of Management Arizona State University Mesa Arizona
| | - Rakesh Pati
- Department of Management Deakin University Burwood Victoria Australia
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Walters GD. The Sibling Effect for Delinquency: Mediation by Proactive Criminal Thinking and Moderation by Age. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2020; 64:265-288. [PMID: 31470747 DOI: 10.1177/0306624x19872963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study tested whether the sibling delinquency effect, like the peer influence effect, is mediated by proactive (planned, calculated, and amoral) criminal thinking. Youth who completed the Offending, Crime and Justice Survey (OCJS) and had a sibling living at home were divided into an early adolescent subsample (n = 795) and a mid-adolescent subsample (n = 532) after it was determined that age moderated the effect of sibling delinquency on proactive criminal thinking and serious offending. The results of a causal mediation analysis revealed a significant pathway running from sibling delinquency at Wave 1, to proactive criminal thinking at Wave 2, to serious offending at Wave 3, but only in the early adolescent subsample. These results suggest that the sibling delinquency effect may be the result of learning proactive criminal thinking in association with a delinquent sibling while still an early adolescent.
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Moreno Romero CO. DESENTENDIMIENTO MORAL Y ATRIBUCIÓN DE CULPA: ENCUENTROS Y DESENCUENTROS EN EL ESTUDIO DE LA COGNICIÓN MORAL. REVISTA COLOMBIANA DE PSICOLOGÍA 2020. [DOI: 10.15446/.v29n1.76536] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
El estudio de la cognición moral pareciera estar marcado por dos tradiciones: una centrada en el estudio del procesamiento de información referente a la causalidad y la intencionalidad, y otra que, con origen en posturas sociocognitivas, privilegia la agencia moral y regulación conductual más allá del procesamiento. Así, pareciera existir una brecha entre el estudio del razonamiento y el estudio de la conducta cuando se habla de moral. La presente propuesta muestra una interacción entre un modelo de culpa (path model) centrado en el procesamiento de información y el Desentendimiento Moral (DM) como un conjunto de mecanismos que surgen para justificar la conducta inmoral. Si bien la integración no es completa, aporta a una visión de la cognición moral centrada en la regulación social y en las interacciones entre juicios y respuestas evidentes en las interacciones sociales. Adicionalmente, como producto de la interacción se presenta una propuesta metodológica para indagar por el origen del DM en el desarrollo.
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OLIVEIRA WAD, SILVA JL, FERNANDEZ JER, SANTOS MAD, CARAVITA SCS, SILVA MAI. Family interactions and the involvement of adolescents in bullying situations from a bioecological perspective. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2020. [DOI: 10.1590/1982-0275202037e180094] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract Exposure to school bullying is a situation experienced in children and adolescents’ routine and a few bullying complex conditions have not yet been sufficiently explored. Thus, this study’s objective aimed at synthesizing empirical evidence concerning the relationship between bullying and family variables in a theoretical model. Adopting a mixed design, the total sample included 2,354 students from 11 public schools who participated in the quantitative stage study. Data were collected using two scales. In the quantitative stage 55 students were randomly selected for semi-structured interviews. The results revealed that positive family interactions have a protective power in relation to bullying and victimization, while negative family interactions increase the risk of students becoming involved in such situations. The factors that influence students’ involvement in school bullying belonged to the analytical components of the Bioecological Model. The outcome helped a better understanding of bullying and provided empirical support for family inclusion in the issue.
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29
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Parra Grajales MF, Zamora Vásquez E, Cuevas Jaramillo MC. Moral Disengagement in Emerging Adults’ Attitudes towards the Colombian Peace Accords. UNIVERSITAS PSYCHOLOGICA 2019. [DOI: 10.11144/javeriana.upsy18-5.mdea] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
In the framework of Colombia’s peace process, we explore the moral disengagement in the attitudes of Colombians from Cali towards the first version of the Peace Accords. To achieve this, we conducted 12 in-depth interviews with emerging adults. Participant characteristics considered in the study include how they voted in the 2016 peace referendum, age, sex, socioeconomic status and educational level. The transcripts were analyzed through a content analysis applying consensual qualitative research (CQR) guidelines and considering the identity markers mentioned above. The results show that most participants’ discourse presented moral disengagement mechanisms. However, the morality in their attitudes is not adequately comprehended by only analyzing traces of moral disengagement. Other moral elements must be considered, especially since morality appears to be an important aspect of the participants’ attitudes towards topics related to the peace accords. Social implications are discussed.
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Wang X, Yang J, Wang P, Zhang Y, Li B, Xie X, Lei L. Deviant Peer Affiliation and Bullying Perpetration in Adolescents: The Mediating Role of Moral Disengagement and the Moderating Role of Moral Identity. THE JOURNAL OF PSYCHOLOGY 2019; 154:199-213. [DOI: 10.1080/00223980.2019.1696733] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Affiliation(s)
| | | | | | - Yixuan Zhang
- Taiyuan University of Technology (Mingxiang Campus)
| | | | | | - Li Lei
- Renmin University of China
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31
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Hoareau N, Bagès C, Allaire M, Guerrien A. The role of psychopathic traits and moral disengagement in cyberbullying among adolescents. CRIMINAL BEHAVIOUR AND MENTAL HEALTH : CBMH 2019; 29:321-331. [PMID: 31833615 DOI: 10.1002/cbm.2135] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 10/14/2019] [Accepted: 11/18/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The prevalence of cyberbullying suggests that about 15% of school-aged children are involved in some way, although estimates vary widely. Preventing and limiting the behaviour will require more understanding of how mutable variables relate to it. There is some evidence linking higher psychopathy scores to cyberbullying, but the cognitive processes involved in 'moral disengagement' may provide better candidates for intervention. AIMS To test the hypothesis that psychopathy scores and moral disengagement ratings would each be associated with cyberbullying, but that sex and age would moderate any associations. METHOD We conducted a cross-sectional study with 334 11 to 15-year-olds (162 girls, 172 boys) from two French schools. Participants completed a self-report questionnaire which measured cyberbullying, psychopathy traits and moral disengagement. RESULTS We found a significant relationship between moral disengagement scale scores and cyberbullying ratings, but a stronger relationship between psychopathy scores and likelihood of cyberbullying. Neither sex nor age of the students affected these relationships. CONCLUSION This study adds to existing knowledge in showing that enduring personal qualities, as captured by a self-rated psychopathy scale, may increase the risk of cyberbullying among adolescents. The findings suggest that teachers should be helped to monitor students' emotional and cognitive social skills and consider extra support for those who struggle to recognise or process others' distress.
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Affiliation(s)
- Natacha Hoareau
- Université de Lille, EA 4072-PSITEC-Psychologie: Interactions Temps Émotions Cognition, Lille, France
| | - Céline Bagès
- Université de Lille, EA 4072-PSITEC-Psychologie: Interactions Temps Émotions Cognition, Lille, France
| | - Mégane Allaire
- Université de Lille, EA 4072-PSITEC-Psychologie: Interactions Temps Émotions Cognition, Lille, France
| | - Alain Guerrien
- Université de Lille, EA 4072-PSITEC-Psychologie: Interactions Temps Émotions Cognition, Lille, France
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32
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Pouwels JL, van Noorden TH, Caravita SC. Defending victims of bullying in the classroom: The role of moral responsibility and social costs. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2019. [DOI: 10.1016/j.jesp.2019.103831] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Rambaran JA, Dijkstra JK, Veenstra R. Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis. Child Dev 2019; 91:1336-1352. [PMID: 31429084 PMCID: PMC7496633 DOI: 10.1111/cdev.13298] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8-12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed when two children were victimized by the same bully and that children would become victimized by the bullies of their friends. Longitudinal bivariate social network analysis supported the first two hypotheses but not the latter two. This study provides evidence for group processes in bullying networks in childhood.
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Thornberg R, Wänström L, Hymel S. Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study. Front Psychol 2019; 10:1752. [PMID: 31417471 PMCID: PMC6685359 DOI: 10.3389/fpsyg.2019.01752] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Accepted: 07/15/2019] [Indexed: 12/19/2022] Open
Abstract
The aim of this study was to examine whether individual and classroom collective social-cognitive processes (moral disengagement and self-efficacy) were associated with bullying perpetration among schoolchildren. An additional aim was to examine whether changes in these processes from grade 4 (Time 1) to grade 5 (Time 2) were associated with a change in bullying perpetration. Self-reported survey data were collected from 1,250 Swedish students from 98 classrooms. Results of multilevel analysis indicated that individual and classroom collective moral disengagement (CMD) were positively associated with bullying, and defender self-efficacy (DSE) was negatively associated with bullying. The effect of changes in individual moral disengagement on changes in bullying was positive, and the effects of changes in DSE and classroom collective efficacy on changes in bullying were negative. Thus, the findings demonstrate the changeability of moral disengagement, DSE and collective efficacy over time, and how these changes are linked to changes in bullying perpetration.
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Affiliation(s)
- Robert Thornberg
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Linda Wänström
- Department of Computer and Information Science, Linköping University, Linköping, Sweden
| | - Shelley Hymel
- Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC, Canada
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Shin H. The role of perceived bullying norms in friendship dynamics: An examination of friendship selection and influence on bullying and victimization. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2019. [DOI: 10.1177/0165025419868533] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The current study examined whether youth’s perceived bullying norms play a role in friendship dynamics related to bullying and victimization among the fifth and sixth grade ( N = 736, 52% girls at Wave 1, N = 677, 52% girls at Wave 2) in elementary schools. Youth completed peer nominations (friendship, bullying, and victimization) and a self-reported measure of perceived bullying norms in the classroom. With longitudinal social network analysis (RSiena), this study investigated selection and influence of friends in bullying and victimization as well as the moderating role of perceived bullying norms in these processes. Results indicated that high bullying youth received many friendship nominations and tended to be more influenced by high bullying friends. In addition, highly victimized youth tended to form friendships with highly victimized peers, and youth whose friends are highly victimized became highly victimized themselves over time. As hypothesized, youth’s perceived bullying norms moderated these processes. As youth perceived higher bullying norms, the greater was the tendency for high bullying youth to select high bullying peers as friends and to be influenced by high bullying friends. Likewise, friend influence on victimization was magnified when youth perceived high bullying norms. The current study underscores the importance of youth’s perceived bullying norms in friendship dynamics of bullying and victimization.
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Affiliation(s)
- Huiyoung Shin
- Department of Psychology, Chonbuk National University, South Korea
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36
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Caravita SC, Strohmeier D, Salmivalli C, Di Blasio P. Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles. J Sch Psychol 2019; 75:119-133. [DOI: 10.1016/j.jsp.2019.07.005] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2018] [Revised: 06/29/2019] [Accepted: 07/08/2019] [Indexed: 11/26/2022]
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37
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Wang X, Yang J, Wang P, Lei L. Childhood maltreatment, moral disengagement, and adolescents' cyberbullying perpetration: Fathers' and mothers' moral disengagement as moderators. COMPUTERS IN HUMAN BEHAVIOR 2019. [DOI: 10.1016/j.chb.2019.01.031] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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38
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de Oliveira WA, Caravita SCS, Colombo B, Donghi E, da Silva JL, Silva MAI. Self-Justification Processes Related to Bullying Among Brazilian Adolescents: A Mixed Methods Study. Front Psychol 2019; 10:1086. [PMID: 31156510 PMCID: PMC6530426 DOI: 10.3389/fpsyg.2019.01086] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2018] [Accepted: 04/25/2019] [Indexed: 11/13/2022] Open
Abstract
This study aims to investigate the associations between bullying and moral disengagement in a Brazilian sample, using a mixed method design. Two-thousand three hundred and thirty-four adolescents (11-19 years; 42.9% girls) answered self-report measures on bullying and moral disengagement in response to bullying situations. Fifty-five participants were randomly selected and interviewed on their experiences on bullying at school. Results allowed to identify specific mechanisms of moral disengagement associated with bullying behavior among Brazilian adolescents. Qualitative analysis highlighted how moral disengagement mechanisms were spontaneously used by the adolescents to explain both the bullying and the bystander behaviors. Findings support the relevance of moral disengagement mechanisms in explaining bullying behaviors. The value of addressing these mechanisms when designing anti-bullying interventions is discussed.
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Affiliation(s)
| | - Simona C. S. Caravita
- C.R.I.d.e.e., Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| | - Barbara Colombo
- Psychology, Champlain College, Burlington, VT, United States
| | - Elisa Donghi
- C.R.I.d.e.e., Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
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Maltese S, Baumert A. Linking longitudinal dynamics of justice sensitivity and moral disengagement. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2017.06.041] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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40
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Fumero A, Marrero RJ, Voltes D, Peñate W. Personal and social factors involved in internet addiction among adolescents: A meta-analysis. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2018.05.005] [Citation(s) in RCA: 106] [Impact Index Per Article: 17.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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41
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Crocetti E, Moscatelli S, Kaniušonytė G, Branje S, Žukauskienė R, Rubini M. Adolescents’ Self-Perception of Morality, Competence, and Sociability and their Interplay with Quality of Family, Friend, and School Relationships: A Three-Wave Longitudinal Study. J Youth Adolesc 2018; 47:1743-1754. [DOI: 10.1007/s10964-018-0864-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Accepted: 05/07/2018] [Indexed: 12/01/2022]
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Wójcik M, Hełka AM. Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition. Psychol Rep 2018; 122:1043-1067. [PMID: 29652220 DOI: 10.1177/0033294118768671] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article introduces ABBL, the anti-bullying program for the transition to middle school, which was designed as a free, feasible, and easily applicable solution for teachers who, for any reason, cannot take advantage of comprehensive anti-bullying school-based programs. The ABBL, based on the identification of the causal risk factors and mechanisms that lead to bullying, aims to influence the peer group in such a way that students do not reward antisocial behaviors and are, instead, able to create supportive class atmospheres and strong networks of personal attachments. The evaluation of the program effectiveness showed that it reduced bullying in the classroom. Indications for wider implementations are presented together with the ready-to-use ABBL anti-bullying program (see http://blizej.org/abbl-antibullying-program/ ).
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Affiliation(s)
| | - Anna M Hełka
- Katowice Faculty of Psychology, Research Centre for Trauma & Dissociation, SWPS University of Social Sciences and Humanities, Poland
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Truskauskaitė-Kunevičienė I, Romera E, Ortega-Ruiz R, Žukauskienė R. Promoting positive youth development through a school-based intervention program Try Volunteering. CURRENT PSYCHOLOGY 2018. [DOI: 10.1007/s12144-018-9790-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Campaert K, Nocentini A, Menesini E. The efficacy of teachers' responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying. Aggress Behav 2017; 43:483-492. [PMID: 28317120 DOI: 10.1002/ab.21706] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2015] [Revised: 01/17/2017] [Accepted: 01/23/2017] [Indexed: 11/05/2022]
Abstract
Teachers respond differently to bullying and victimization. Socio-cognitive and moral domain theory suggest that students process teachers' behavior cognitively and that teachers' responses to incidents of bullying and victimization could affect students' level of moral disengagement. We examined the mediating effect of students' moral disengagement between types of teachers' responses to situations of bullying and victimization and individual bullying using multilevel mediation modelling. Participants were 609 students (50% boys, age M = 11.47, SD = 1.14) of central Italy, nested in 34 classes. Students rated the frequency of self-reported bullying and of teachers' responses to incidents of bullying and victimization on a 5-point Likert scale. Teachers' responses to bullying included non-intervention, mediation, group discussion, and sanctions. Teachers' responses to victimization included non-intervention, mediation, group discussion, and victim support. Results indicated that in the teachers' responses to incidents of bullying model, a significant indirect effect of non-intervention (β = .03; 95%CI [.01, .05]) and of sanctions (β = -.02; 95%CI [-.04, -.01]) on bullying through moral disengagement was found at the individual level. Similarly, in the model on teachers' responses toward victims there was a significant indirect effect through moral disengagement of non-intervention (β = .03; 95%CI [.02, .04]) and victim support (β = -.01; 95%CI [-.02, -.001]). At the class level there were no significant indirect effects. In sum, results indicated that moral disengagement is an important mediator at the individual level and suggest including teachers in anti-bullying interventions with a specific focus on their role for moral development.
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Affiliation(s)
- Kristel Campaert
- Dipartimento di Scienze della Formazione e Psicologia; Università degli Studi di Firenze; Firenze Italy
| | - Annalaura Nocentini
- Dipartimento di Scienze della Formazione e Psicologia; Università degli Studi di Firenze; Firenze Italy
| | - Ersilia Menesini
- Dipartimento di Scienze della Formazione e Psicologia; Università degli Studi di Firenze; Firenze Italy
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45
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Oliveira WAD, Silva JLD, Sampaio JMC, Silva MAI. Saúde do escolar: uma revisão integrativa sobre família e bullying. CIENCIA & SAUDE COLETIVA 2017; 22:1553-1564. [DOI: 10.1590/1413-81232017225.09802015] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2014] [Accepted: 11/29/2015] [Indexed: 11/22/2022] Open
Abstract
Resumo O “bullying” é um problema de saúde pública e, nesta revisão, objetivou-se avaliar a relação entre o contexto familiar e a ocorrência do fenômeno. Sua contribuição original é a abordagem ampliada sobre esse tipo de violência. Utilizou-se a estratégia SPIDER na construção do estudo que foi guiado pela questão norteadora: qual o papel da família no desenvolvimento, manutenção e prevenção do “bullying”? Foram consultadas as bases PsycInfo e Lilacs, e a biblioteca virtual SciELO, a partir dos cruzamentos 1. “bullying and Family” e 2. “bullying and parents”, e seus correlatos em português e espanhol. A qualidade metodológica dos estudos foi avaliada segundo critérios de nível de evidência. Foram incluídos 27 artigos, publicados entre 2009 e 2013, nos idiomas inglês, espanhol e português, com prevalência de evidências entre forte e moderada. Nos estudos, o delineamento predominante foi o transversal e a maioria não indicou o referencial teórico adotado. Aspectos qualitativos do contexto familiar, características sociodemográficas e experiências de violência em casa foram associados com o envolvimento de escolares em situações de “bullying”. Revelou-se que o “bullying” requer intervenções intersetoriais e são estimuladas investigações com foco não apenas nas características individuais dos estudantes, mas também nos contextos.
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46
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Wang C, Ryoo JH, Swearer SM, Turner R, Goldberg TS. Longitudinal Relationships between Bullying and Moral Disengagement among Adolescents. J Youth Adolesc 2016; 46:1304-1317. [PMID: 27704302 DOI: 10.1007/s10964-016-0577-0] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2016] [Accepted: 09/19/2016] [Indexed: 11/27/2022]
Abstract
Moral disengagement is a series of cognitive processes used to disengage moral standards to achieve absolved guilt and permit immoral conduct and has been found to be an important connection to bullying and aggressive behaviors among adolescents. This study examined the longitudinal relationship between moral disengagement and bullying behavior among a group of adolescents from fifth grade to ninth grade (n = 1180, mean age = 12.2, SD = 1.29, 46.5 % female, 80.2 % Caucasian/White, 7.1 % Black/African American, 5.4 % Latino/Hispanic, 2.4 % Asian American, and 1.7 % other) over three semesters. The objectives were to investigate (a) whether moral disengagement was a precursor to bullying behavior, vice versa, or whether the relationship was reciprocal and (b) whether gender and grade predicted moral disengagement and bullying behavior. The results showed that moral disengagement predicted bullying perpetration 6 months later. Also, older students and males utilized more moral disengagement than younger students and females and younger students and males engaged in greater bullying perpetration. Indirect paths linking gender and grade to bullying via moral disengagement at previous time points were identified and implications for bullying prevention are discussed. The findings underscore the importance of examining moral disengagement when studying bullying and across gender and development.
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Affiliation(s)
- Cixin Wang
- Department of Counseling, Higher Education, and Special Education, University of Maryland, 3234 Benjamin Building, College Park, MD, 20742, USA.
| | - Ji Hoon Ryoo
- Department of Educational Leadership, University of Virginia, Charlottesville, VA, USA
| | - Susan M Swearer
- Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, 68588, USA
| | - Rhonda Turner
- Munroe-Meyer Institute at the University of Nebraska Medical Center, Omaha, NE, 68198, USA
| | - Taryn S Goldberg
- Graduate School of Education, University of California, Riverside, CA, 92521, USA
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47
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Rambaran JA, Hopmeyer A, Schwartz D, Steglich C, Badaly D, Veenstra R. Academic Functioning and Peer Influences: A Short-Term Longitudinal Study of Network-Behavior Dynamics in Middle Adolescence. Child Dev 2016; 88:523-543. [PMID: 27580016 DOI: 10.1111/cdev.12611] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14-15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels of truancy. Friends influenced one another to increase rather than decrease in achievement and truancy. Moreover, friends' popularity moderated peer influences in truancy in reciprocal friendships but not in unilateral friendships, whereas friends' acceptance moderated peer influences in achievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning.
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48
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Gámez-Guadix M, Gini G. Individual and class justification of cyberbullying and cyberbullying perpetration: A longitudinal analysis among adolescents. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1016/j.appdev.2016.04.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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49
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Caravita SCS, Donghi E, Banfi A, Meneghini F. Essere immigrati come fattore di rischio per la vittimizzazione nel bullismo: uno studio italiano su caratteristiche individuali e processi di gruppo. ACTA ACUST UNITED AC 2016. [DOI: 10.3280/mal2016-001004] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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50
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Gini G, Pozzoli T, Bussey K. The role of individual and collective moral disengagement in peer aggression and bystanding: a multilevel analysis. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2016; 43:441-52. [PMID: 25123080 DOI: 10.1007/s10802-014-9920-7] [Citation(s) in RCA: 96] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study investigates the relationships between individual and collective moral disengagement and aggression-related behaviors (peer aggression, defending, and passive bystanding) among 918 adolescents (55.8% boys; M age = 14.1 years, SD = 1.1). Hierarchical linear modeling showed that, at the individual level, aggressive behavior was significantly explained by both individual moral disengagement and student perceived collective moral disengagement, which was also positively associated with defending. Student perceived collective moral disengagement moderated the link between individual moral disengagement and peer aggression. At the class level, classroom collective moral disengagement explained between-class variability in all the three aggression-related behaviors. These results extend previous research by demonstrating the role of collective moral disengagement at the individual and the class levels and have potential implications for interventions.
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Affiliation(s)
- Gianluca Gini
- Department of Developmental and Social Psychology, University of Padova, via Venezia, 8, Padova, 35131, Italy,
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