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Ayhan S, Gönültaş S. Bystander responses in five-steps: Paving road to prosocial intervention to social exclusion through social-cognition. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:517-523. [PMID: 39045698 DOI: 10.1111/bjdp.12513] [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: 04/03/2024] [Accepted: 07/12/2024] [Indexed: 07/25/2024]
Abstract
To promote prosocial defending behaviours to social exclusion, it is important to understand the role of social-cognitive factors in bystanders' cognition, judgements and responses. The current research examined how social cognitive skills relate to different aspects of bystanders' cognition, judgements and responses in the five-step intervention model. Data were collected from 96 Turkish children and adolescents (Mage = 12.39 years, SD = 1.74, 59 girls, aged 10-17). Participants were presented with a hypothetical social exclusion scenario and their bystanders' cognition, judgements and responses were measured via five-step intervention model. Theory of mind (ToM), mind-reading motivation (MRM) and empathy were also measured as predictors. Hierarchical regression analyses showed that while ToM and MRM were more likely to predict bystanders' judgements and cognitions around social exclusion, empathy was also found to be correlated with behavioural aspects of bystanders' responses beside cognitions and judgements. Overall, our novel findings provide insight for intervention studies to promote prosocial bystanders' judgements, cognitions and responses by addressing different social-cognitive skills.
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2
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Bilir Özturk P, Bayram Özdemir S, Strohmeier D. They Are Not All the Same: Defenders of Ethnically Victimized Adolescents. J Youth Adolesc 2024:10.1007/s10964-024-02026-2. [PMID: 38842747 DOI: 10.1007/s10964-024-02026-2] [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: 01/17/2024] [Accepted: 05/21/2024] [Indexed: 06/07/2024]
Abstract
Developing a comprehensive understanding of adolescents' defending behaviors in peer victimization incidents is crucial, as these behaviors are instrumental in preventing victimization in schools. Despite recent efforts to examine various defender subgroups and their characteristics, the heterogeneity in defending behaviors within the context of ethnic victimization remains unclear. To address this gap in knowledge, the current study examined naturally occurring subgroups of defenders in ethnic victimization incidents and investigated whether these subgroups differ in their socio-cognitive skills, class norms, and social status within peer relationships. The sample included adolescents in Sweden (N = 1065; Mage = 13.12, SD = 0.41; 44.5% females). Cluster analysis yielded four distinct subgroups: victim-oriented defenders (41.3%), hybrid defenders (23.5%), bully-oriented defenders (9.8%), and non-defenders (25.4%). Hybrid and victim-oriented defenders had higher levels of perspective taking skills and positive attitudes toward immigrants than non-defenders. All three defender subgroups perceived their classroom climate as more socially cohesive than non-defenders. All four subgroups did not significantly differ in their peer status. These findings emphasize the importance of fostering inclusive class norms and implementing classroom practices that facilitate the development of perspective taking skills among students. Such effort can enhance adolescents' active defending behaviors in instances of ethnic victimization.
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Affiliation(s)
- Pinar Bilir Özturk
- Center for Lifespan Development Research, School of Behavioural, Social and Legal Sciences, Örebro University, Örebro, Sweden.
| | - Sevgi Bayram Özdemir
- Center for Lifespan Development Research, School of Behavioural, Social and Legal Sciences, Örebro University, Örebro, Sweden
| | - Dagmar Strohmeier
- School of Medical Engineering and Applied Social Sciences, University of Applied Sciences Upper Austria, Linz, Austria
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
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3
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Brenick A, Zureiqi M, Wu R, Seraj M, Kelly MC, Berger R. Why step in? Shifting justifications for bystander behaviors through interventions with youth in the Middle East. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:352-365. [PMID: 38576095 DOI: 10.1111/jora.12941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Revised: 03/15/2024] [Accepted: 03/19/2024] [Indexed: 04/06/2024]
Abstract
Research shows positive bystander intervention effectively mitigates bullying experiences. Yet, more evidence regarding bystander responses to bias-based social exclusion (BSE) is needed in intergroup contexts, especially in the majority world and in areas of intractable conflict. This study assessed the effectiveness of skills and skills + contact-based interventions for BSE among 148 Palestinian Citizens of Israel (Mage = 10.55) and 154 Jewish-Israeli (Mage = 10.54) early adolescents (Girls = 52.32%) in Tel Aviv-Yafo. Bystander responses were assessed by participants' reactions to hypothetical BSE scenarios over three time points. Repeated measures ANOVAs revealed both interventions significantly increased positive and decreased negative bystander responses, with changes maintained at the follow-up. The opposite result pattern emerged for the control group. Findings suggest that both interventions can effectively encourage youth to publicly challenge BSE, even amidst intractable conflict.
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Affiliation(s)
| | - Malak Zureiqi
- University of Connecticut, Mansfield, Connecticut, USA
| | - Rui Wu
- University of Connecticut, Mansfield, Connecticut, USA
| | - Maisha Seraj
- University of Connecticut, Mansfield, Connecticut, USA
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4
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Nickerson AB, Jenkins LN, Yang Y, Harrison DS. Individual and contextual-level predictors of progression in the bystander intervention model. Aggress Behav 2024; 50:e22159. [PMID: 38888010 DOI: 10.1002/ab.22159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 05/02/2024] [Accepted: 05/14/2024] [Indexed: 06/20/2024]
Abstract
The situational model of bystander behavior is a validated 5-step process for understanding intervention in bullying and sexual harassment, yet the individual-level and contextual-level factors that facilitate the progression from one step to the next are not well understood. The purpose of the current study was to examine whether individual characteristics (social-emotional skills, affective empathy, cognitive empathy, and personal attitudes toward bullying and sexual harassment) and contextual-level factors (school climate and perceived peer attitudes toward bullying and sexual harassment) explained the association between subsequent steps of the bystander intervention model. A sample of 788 high school students completed several validated measures of these constructs. Structural equation modeling analysis revealed that each step significantly and positively predicted the next step, and the addition of a direct path from accepting responsibility to helping improved model fit. The mediational model indicated that individual-level characteristics had significant direct effects on interpreting bullying and sexual harassment as problems, accepting responsibility, and helping, and indirect effects from noticing the bullying and sexual harassment to all subsequent steps except knowing. In contrast, contextual-level effects contributed to accepting responsibility in an inverse direction.
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Affiliation(s)
- Amanda B Nickerson
- Alberti Center for Bullying Abuse Prevention, University at Buffalo, The State University of New York, Buffalo, New York, USA
| | - Lyndsay N Jenkins
- Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Yanyun Yang
- Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Dylan S Harrison
- Alberti Center for Bullying Abuse Prevention, University at Buffalo, The State University of New York, Buffalo, New York, USA
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Tang K, Li W, Zhang W, Fang Y, Jiang K. The Relationship Between Family Functioning and Defending Behaviors Among Junior High School Students: The Mediating Effect of Empathy and Moderating Effect of Gender. JOURNAL OF INTERPERSONAL VIOLENCE 2024:8862605241253039. [PMID: 38769876 DOI: 10.1177/08862605241253039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2024]
Abstract
Bystanders play a role in school bullying; more specifically, the defending behaviors of bystanders play an important role in stopping bullying. This study explores the relationship between defending behaviors and family functioning in the context of school bullying from a family perspective. The role played by individual characteristics (empathy and gender) in this relationship was also focused on. The participants were 994 adolescents (average age = 13.34 ± 0.92 years) from the east of China. They completed the McMaster Family Assessment Device, the Basic Empathy Scale, and the Defending Behaviors subscale of the Participant Role Questionnaire. After controlling for residence and age, we found that family functioning significantly and positively influenced defending behaviors, and cognitive empathy rather than affective empathy mediated the relationship between family functioning and defending behaviors. In addition, family functioning influenced defending behaviors in boys more strongly than in girls. This study may increase the likelihood that bystanders will engage in defending behaviors by informing interventions for school bullying.
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Affiliation(s)
- Kai Tang
- School of Psychology, Parent Education Research Center, The Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, China
| | - Weijian Li
- School of Psychology, Parent Education Research Center, The Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, China
| | - Wenjuan Zhang
- School of Education, Linyi University, Linyi, Shandong, China
| | - Yuanyuan Fang
- School of Psychology, Parent Education Research Center, The Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, China
| | - Kaiyan Jiang
- School of Education, Linyi University, Linyi, Shandong, China
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Bloom BE, Joseph R, Ulibarri MD, Reed E, Ulloa EC. Factors Associated with Engaging in Bystander Intervention Behavior Among College Students. JOURNAL OF INTERPERSONAL VIOLENCE 2024; 39:1731-1759. [PMID: 38014681 DOI: 10.1177/08862605231212170] [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: 11/29/2023]
Abstract
Sexual violence (SV) is a well-documented and highly prevalent issue on college campuses that disproportionately impacts women, students of color, and students who identify as lesbian, gay, bisexual, transgender, queer (LGBTQ). In recent years, bystander intervention programming has emerged as a promising prevention strategy for colleges due to its success in preventing SV before it occurs using community involvement; however, little consideration has been given to the power, status, or position that a bystander has when deciding whether to intervene and weighing the potential consequences of their actions. In order to inform university campus bystander intervention programming and increase its effectiveness, more work is needed to understand specific student characteristics (e.g., race/ethnicity, gender identity, sexual orientation, history of SV) that may be associated with engaging in bystander behavior in SV risk situations. Using cross-sectional data from a large west-coast university, 592 students were surveyed about their SV-related experiences. Poisson regression models were utilized to determine the relative risk of engaging in bystander behavior by sociodemographic identities and history of SV victimization. Our fully adjusted model indicated that experiencing attempted and completed sexual assault was associated with engaging in bystander behavior; belonging to specific minority groups was differentially associated with engaging in bystander behavior, as was belonging to a minority group and having a history of SV. Personal histories, identities, and power inequity matter when deciding to engage in bystander behavior. Additional research is needed to create more well-rounded and population-specific bystander intervention programs that are inclusive of diverse student voices and experiences.
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Affiliation(s)
- Brittnie E Bloom
- San Diego State University, CA, USA
- University of California San Diego, USA
| | - Renee Joseph
- Alliant International University, San Diego, CA, USA
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Yang Y, Liang W, Zhang Y, Wang C. The Longitudinal Effect of Peer-Nominated Popularity on Defending Behaviors in Chinese Adolescents: The Moderating Role of Manipulative Traits, Desired Popularity, and Gender. J Youth Adolesc 2024; 53:581-594. [PMID: 38147187 DOI: 10.1007/s10964-023-01927-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Accepted: 12/04/2023] [Indexed: 12/27/2023]
Abstract
The factors influencing popular adolescents to defend victims require further exploration, particularly concerning their traits and the desire for higher peer status. In this one-year longitudinal study, 2464 Chinese adolescents (48.50% girls, Mage = 13.40 years, SD = 0.61) were investigated to examine the relationship between peer-nominated popularity, manipulative traits, desired popularity, and defending behaviors. The results revealed that peer-nominated popularity had a positive predictive effect on Chinese adolescents' defending behaviors. Furthermore, this longitudinal association was accentuated by desired popularity and manipulative traits in girls but was not in boys. Specifically, popular girls with high desired popularity demonstrated a higher likelihood of engaging in defending behaviors compared to other girls. These findings carry significant implications for understanding the influencing factors behind peer status and adolescents' defending behaviors.
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Affiliation(s)
- Yang Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Wenyu Liang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
| | - Chenxu Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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Garandeau CF, Turunen T, Saarento-Zaprudin S, Salmivalli C. Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change. J Sch Psychol 2023; 99:101226. [PMID: 37507180 DOI: 10.1016/j.jsp.2023.101226] [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: 09/06/2022] [Revised: 03/10/2023] [Accepted: 06/27/2023] [Indexed: 07/30/2023]
Abstract
Given that defending victimized peers might help discourage bullying behavior and prevent its harmful consequences, various anti-bullying programs have attempted to increase defending behavior among participating children. However, the cognitions that underlie the effectiveness of interventions in increasing defending remain unknown. Data for this randomized controlled trial (RCT) of the KiVa anti-bullying program were collected in Finnish primary schools at baseline, after 5 months of implementation, and after 9 months of implementation and were used to examine the possible mediating role of seven psychological factors (empathy for the victim, feelings of responsibility to intervene, self-efficacy for defending, negative attitudes towards victims, and outcome expectations that defending would decrease or stop the bullying, be beneficial for one's status, and not increase one's risk of being victimized). Analyses conducted on a sample of 5731 children (baseline Mage = 11 years; 51% girls) revealed that the positive effects of KiVa on defending behavior after 9 months of implementation could partly be explained by the positive effects of the program on two factors (i.e., feelings of responsibility to intervene and expectations that the defending would make the bullying decrease or stop) after 5 months of implementation. This study provides information regarding the individual-level factors that anti-bullying interventions can target to successfully promote defending of victimized peers in primary schools.
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Affiliation(s)
| | | | | | - Christina Salmivalli
- INVEST Flagship, University of Turku, Finland; Department of Psychology, Shandong Normal University, Jinan, China.
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Doumas DM, Midgett A, Peck M. The Association between Internalizing Symptoms and Witnessing School Bullying and Defending Behavior: An Analysis of Gender Differences among Elementary and Middle School Students. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1199. [PMID: 37508696 PMCID: PMC10378242 DOI: 10.3390/children10071199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Revised: 06/26/2023] [Accepted: 07/07/2023] [Indexed: 07/30/2023]
Abstract
Bullying is a significant public health concern that begins as early as elementary school and peaks in middle school. Although researchers have demonstrated the relationship between internalizing symptoms and being a target of bullying, there is limited research examining the association between internalizing symptoms and witnessing school bullying and defending targets or gender differences in these relationships. In this cross-sectional study, we examined gender as a moderator of the relationships between internalizing symptoms (e.g., depressive symptoms and social anxiety) and witnessing school bullying and defending behavior in a sample of elementary and middle school students (N = 126; 51.6% female; 3rd-8th grade). Results demonstrated that witnessing school bullying was a significant predictor of depressive symptoms. For social anxiety, the gender x witnessing school bullying interaction was significant for social avoidance and distress (SAD), such that among female students, SAD was positively related to witnessing school bullying. In contrast, the gender x defending behavior interaction was significant for fear of negative evaluation (FNE), such that among male students, FNE was positively related to defending behavior. Findings suggest bullying prevention should incorporate bystander training programs that include a focus on gender differences in social anxiety associated with being a bullying bystander.
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Affiliation(s)
- Diana M Doumas
- Institute for the Study of Behavioral Health and Addiction, Boise State University, 1910 University Drive, Boise, ID 83725, USA
- Department of Counselor Education, Boise State University, 1910 University Drive, Boise, ID 83725, USA
| | - Aida Midgett
- Institute for the Study of Behavioral Health and Addiction, Boise State University, 1910 University Drive, Boise, ID 83725, USA
- Department of Counselor Education, Boise State University, 1910 University Drive, Boise, ID 83725, USA
| | - Matt Peck
- Department of Counselor Education, Boise State University, 1910 University Drive, Boise, ID 83725, USA
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Sideridis G, Alghamdi MH. Bullying in Middle School: Evidence for a Multidimensional Structure and Measurement Invariance across Gender. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10050873. [PMID: 37238421 DOI: 10.3390/children10050873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 05/05/2023] [Accepted: 05/11/2023] [Indexed: 05/28/2023]
Abstract
The purpose of the present study was to evaluate the factorial structure of the bullying scale on the Trends in International Mathematics and Science (TIMSS 2019) for eighth graders and evaluate the instrument's invariance across gender so that tests of level between males and females can be conducted. Data came from the 2019 cohort of TIMSS in Saudi Arabia. The 14-item scale was evaluated using three competing models: (a) a unidimensional structure, (b) the International Association for the Evaluation of Educational Achievement (IEA) online, non-online two-factor model, and (c) the Wang et al. (2012) 4-domain bullying taxonomy. Participants were 5567 eighth graders who participated in the 2019 TIMSS study. There were 2856 females and 2711 males. The mean age was 13.9 years. Data were analyzed using Confirmatory Factor Analysis (CFA) and Mplus 8.9. Results indicated that a 4-domain structure including verbal, physical, relational, and online bullying represented the most optimal factor structure of the 14-item bullying measure. Tests of exact measurement invariance for gender originally failed but were then satisfied using the newly recommended "alignment" methodology. Latent mean differences were salient and significant suggesting that levels of bullying across all domains were elevated in males compared to females, contrasting earlier views that different types of bullying are linked to males versus females. Results are discussed in relation to educational policy interventions.
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Affiliation(s)
- Georgios Sideridis
- Boston Children's Hospital, Harvard Medical School, Boston, MA 02115, USA
- Department of Primary Education, National and Kapodistrian University of Athens, 10679 Athens, Greece
| | - Mohammed H Alghamdi
- Department of Self Development Skills, King Saud University, P.O. Box 2454, Riyadh 11451, Saudi Arabia
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Aliberti M, Jenkins L, Monk M. Predictors of Cyberbystander Intervention Among Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:6454-6479. [PMID: 36416484 DOI: 10.1177/08862605221132784] [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: 06/16/2023]
Abstract
The purpose of the current study was to examine the association between personal characteristics and the steps of the bystander intervention model (i.e., notice, interpret as emergency, accept responsibility, know how to intervene, and act) applied to cyberbullying. Examining bystander intervention as discrete steps instead of the single act has advantages for training individuals to intervene when they observe these acts of interpersonal violence. The five-step bystander intervention model has been applied to examine bystander intervention in traditional bullying, sexual assault, and drinking behavior, but not cyberbullying. In this study, we examine how specific personal characteristics (social support, social-emotional wellness, cognitive empathy, and affective empathy) are related to each step of the model. Data on students' perceptions of these characteristics and their engagement in the five-step model were collected from 872 sixth-grade through twelfth-grade students ages 11 to 18 in the southeastern area of the United States. Using multi-group path analysis, associations between the characteristics and steps were examined for boys and girls separately. Results indicated that social support was significantly associated with step 2 (interpreting as an emergency), step 4 (know how to intervene), and step 5 (acting). Affective empathy was significantly associated with the first four steps of the model. Social-emotional wellness was only significantly associated with step 1 and cognitive empathy was not significantly associated with any of the steps. These results suggest that it may be important to emphasize positive relationships, affective empathy, and social support for interventions primarily directed at reducing cyberbullying. Training adolescents to intervene in cyberbullying and also to increase these characteristics is important to consider.
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Sideridis G, Alghamdi MH. Teacher Burnout in Saudi Arabia: The Catastrophic Role of Parental Disengagement. Behav Sci (Basel) 2023; 13:bs13050367. [PMID: 37232604 DOI: 10.3390/bs13050367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Revised: 04/21/2023] [Accepted: 04/27/2023] [Indexed: 05/27/2023] Open
Abstract
The present study predicts teacher burnout from previous experiences, efficacious beliefs, student achievement, and parental engagement. Data came from the Trends in International Mathematics and Science study (TIMSS 2019) and utilized a random sample of n = 2000 from the Kingdom of Saudi Arabia. It was hypothesized that parental engagement and involvement in school may represent a salient factor in understanding teacher burnout in that if parental disengagement is high, necessary supports and resources available to the teacher are withdrawn. This thesis was tested using the cusp catastrophe with linear negative predictors of teacher burnout being teacher satisfaction, years of experience, teacher efficacy, and student achievement. The role of parental disengagement was verified with critically low levels of parental engagement being associated with abrupt and unpredictable levels of teacher burnout. It is concluded that parental engagement and involvement in schools may provide critical supports that are necessary for teachers to successfully manage their workload.
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Affiliation(s)
- Georgios Sideridis
- Boston Children's Hospital, Harvard Medical School, Boston, MA 02215, USA
- Department of Primary Education, National and Kapodistrian University of Athens, 15784 Athens, Greece
| | - Mohammed H Alghamdi
- Department of Self Development Skills, Common First Year Deanship, King Saud University, P.O. Box 2454, Riyadh 11451, Saudi Arabia
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Wu Y, Zhou Y, Shi L. Defender self-efficacy and moral disengagement on social support and bystander behaviors among primary school students: a multilevel moderated mediation model. PSICOLOGIA-REFLEXAO E CRITICA 2023; 36:11. [PMID: 37115480 PMCID: PMC10147890 DOI: 10.1186/s41155-023-00253-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 04/14/2023] [Indexed: 04/29/2023] Open
Abstract
This study examines the influence of social support on bystander behaviors, the mediating and moderating effects of moral disengagement and defender self-efficacy at the individual and class levels, and their cross-level interaction. A total of 1310 children in grades 4-6 completed our questionnaire survey at four-time points between October and December in 2021. The questionnaires include the Scale of Perceived Social Support (T1), Moral Disengagement Scale (T2), Defender Self-Efficacy Scale (T3), and Bullying Participant Behaviors Questionnaire (T4). The multilevel moderated mediating model results show that (1) social support negatively predicts reinforcer and outsider behavior and positively predicts defender behavior; (2) defender self-efficacy plays a mediating role between social support and defender behavior, moral disengagement plays a mediating role between social support and bystander behaviors, and defender self-efficacy and moral disengagement play a chain mediation role between social support and bystander behavior; (3a) class-level defender self-efficacy has a direct impact on defender behavior and moderates the relationship between individual defender self-efficacy and reinforcer behavior; and (3b) class-level moral disengagement has a direct impact on defender and outsider behavior and a cross-level moderated role between individual moral disengagement and reinforcer behavior. These results show that the individual and class level defender self-efficacy and moral disengagement can influence the bystander behavior of primary school students, which is of great significance for schools to develop anti-bullying moral education courses and design measures to improve students' anti-bullying self-efficacy.
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Affiliation(s)
- Yuping Wu
- Teacher Education College, Lishui University, Lishui, Zhejiang Province, People's Republic of China
- Department of Psychology, Zhejiang Sci-tech University, Hangzhou, Zhejiang Province, People's Republic of China
| | - Yanfang Zhou
- Teacher Education College, Lishui University, Lishui, Zhejiang Province, People's Republic of China
| | - Leishan Shi
- Teacher Education College, Lishui University, Lishui, Zhejiang Province, People's Republic of China.
- Department of Psychology, Zhejiang Sci-tech University, Hangzhou, Zhejiang Province, People's Republic of China.
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Doumas DM, Midgett A. Witnessing cyberbullying and suicidal ideation among middle school students. PSYCHOLOGY IN THE SCHOOLS 2023; 60:1149-1163. [PMID: 37215735 PMCID: PMC10195068 DOI: 10.1002/pits.22823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 10/18/2022] [Indexed: 03/06/2023]
Abstract
Suicide is a significant public health concern school-aged youth. Although a growing body of literature has documented the association between cyberbullying and suicidal ideation, and the mediating effect of internalizing symptoms, there is no research to date examining the impact of witnessing cyberbullying and suicidal ideation. To address this gap, we conducted a cross-sectional study with middle school students (N = 130). Students completed questionnaires assessing witnessing cyberbullying, witnessing school bullying, depression, anxiety, and suicidal ideation. We used structural equation modeling to test a mediational model in which we hypothesized internalizing symptoms would mediate the unique relationship between witnessing cyberbullying and suicidal ideation (i.e., controlling for witnessing school bullying). Results supported the mediational model, indicating the frequency of witnessing cyberbullying was positively related to internalizing symptoms, which in turn were related to higher levels of suicidal ideation. Findings suggest the importance of providing programs to support middle school students who witness cyberbullying to reduce the mental health risks (i.e., internalizing symptoms and suicidal ideation) associated with being a cyberbullying bystander.
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Affiliation(s)
- Diana M. Doumas
- Institute for the Study of Behavioral Health and Addiction, Boise State University, Boise, Idaho, USA
- Department of Counselor Education, Boise State University, Boise, Idaho, USA
| | - Aida Midgett
- Institute for the Study of Behavioral Health and Addiction, Boise State University, Boise, Idaho, USA
- Department of Counselor Education, Boise State University, Boise, Idaho, USA
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15
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Jia X, Wang J, Zhang Y. Parental support and bullying bystander behaviors in Chinese adolescents: Longitudinal mediation through social harmony. Front Public Health 2023; 11:994658. [PMID: 36969631 PMCID: PMC10037195 DOI: 10.3389/fpubh.2023.994658] [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: 07/15/2022] [Accepted: 02/23/2023] [Indexed: 03/12/2023] Open
Abstract
Objectives Bullying in schools is a serious concern worldwide. The active defending or passive bystanding behaviors of bullying bystanders significantly contributes to the prevention of bullying. Relevant studies have increasingly adopted a social-ecological system approach in bullying research. However, the role of parental factors (microsystem) and cultural value (macrosystem) factors in adolescents' bullying behaviors in non-western culture contexts is unclear. Social harmony, which is closely related to social behavior, is a core value in Chinese culture. Exploring the role of social harmony in bullying bystanders in China could enhance our understanding of bullying, and enrich the diversity of the literature. This study aimed to examine the mediation effects of social harmony on the associations between parental support and the bullying bystanders among Chinese adolescents. Materials and methods The participants comprised 445 Chinese adolescents (mean age = 14.41, SD = 0.51) from Beijing City, China. A 17-month, two-point longitudinal study was conducted. Parental support, social harmony, and the behavior of bullying bystanders were evaluated at two time points. The hypothesized mediation model was examined using a structural equation modeling approach using bootstrapping techniques. Results The results showed that social harmony partly mediated the positive relationship between adolescents' parental support and active defending behaviors, and fully mediated the negative relationship between adolescents' parental support and passive bystanding behaviors. Conclusion These results highlight the importance of studying parental and cultural values in research on bullying bystanders.
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Affiliation(s)
- Xiaoyu Jia
- College of Teacher Education, Southwest University, Chongqing, China
| | - Jun Wang
- Key Laboratory of Child Cognition & Behavior Development of Hainan Province, Haikou, China
- Chinese Department, Qiongtai Normal University, Haikou, Hainan, China
| | - Yuchi Zhang
- Department of Educational Technology, School of Smart Education, Jiangsu Normal University, Xuzhou, China
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Cyberbullying experience and bystander behavior in cyberbullying incidents: The serial mediating roles of perceived incident severity and empathy. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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17
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García-Vázquez FI, Durón-Ramos MF, Pérez-Rios R, Pérez-Ibarra RE. Relationships between Spirituality, Happiness, and Prosocial Bystander Behavior in Bullying-The Mediating Role of Altruism. Eur J Investig Health Psychol Educ 2022; 12:1833-1841. [PMID: 36547029 PMCID: PMC9777524 DOI: 10.3390/ejihpe12120128] [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: 10/25/2022] [Revised: 11/20/2022] [Accepted: 11/24/2022] [Indexed: 12/12/2022] Open
Abstract
Positive psychology is vital in increasing prosocial behavior and reducing bullying. However, limited studies have analyzed the influence of positive personal characteristics on the prosocial behaviors of bystanders in bullying. The present study examined direct and indirect relationships between spirituality, happiness, altruism, and prosocial bystander behavior in bullying. Participants in this study were 685 students from Northwestern Mexico; 51% were male and 49% female, between 12 and 18 years old (M = 14.3 years, SD = 1.68). A structural equation model (SEM) was calculated. The results indicate that happiness and altruism were related to prosocial bystander behavior. Spirituality and happiness have an indirect relationship by increasing prosocial bystander behavior through the positive effects of altruism. The SEM explained 48% of the variance of the prosocial bystander. The implications for improving defensive behavior in bullying and reducing school violence are discussed.
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Affiliation(s)
| | | | - Rubén Pérez-Rios
- Instituto Tecnológico de Sonora, Department of Guaymas, Guaymas 85400, Mexico
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18
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Kim I, Lee HY, Hong JS, Carney JV, Hazler RJ. Profiles of participation in school bullying: Association with student well‐being. JOURNAL OF COUNSELING AND DEVELOPMENT 2022. [DOI: 10.1002/jcad.12458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Isak Kim
- Department of Counseling University of Nebraska Omaha Omaha Nebraska USA
| | - Hye Yeon Lee
- Wallace H. Coutler Department of Biomedical Engineering Georgia Institute of Technology Atlanta Georgia USA
| | - Jun Sung Hong
- School of Social Work Wayne State University Detroit Michigan USA
- Department of Social Welfare Ewha Womans University Seoul USA
| | - JoLynn V. Carney
- Department of Educational Psychology Counseling, and Special Education The Pennsylvania State University University Park Pennsylvania USA
| | - Richard J. Hazler
- Department of Educational Psychology Counseling, and Special Education The Pennsylvania State University University Park Pennsylvania USA
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Scott A, Wang C, Cheong Y. The Bullying Literature Project: Promoting Bystander Behavior Using Children’s Literature. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09537-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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20
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Zhang Y, Lan X, Cui G, Wang J. The Silver Lining in the Dark Cloud of Social Status Insecurity: The Mediating Role of Popularity Goals in the Association Between Social Status Insecurity and Chinese Adolescents' Bullying Bystander Behaviors. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP15851-NP15873. [PMID: 34157889 DOI: 10.1177/08862605211023489] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Bullying bystander behavior has an important effect on bullying-both in stopping and facilitating it. Although bullying bystander behaviors have long been understood as a peer group process, existing research that focuses on the role of peer factors is still limited. Moreover, less is known about the social cognitive-related role of peer factors and its underlying mechanisms in adolescents' bullying bystander behaviors. Accordingly, using resource control theory, this study examines the mediating effects of popularity goals on the associations between social status insecurity and bullying bystander behaviors (active defending behaviors, passive bystanding behaviors) among 333 Chinese adolescents (181 males; Mage = 13.10; SD = .50). Analyses were conducted using SPSS 23 to conduct descriptive and correlation analyses. The hypothesized mediation model was tested using a structural equation modeling approach with bootstrapping techniques (bootstrap replications: 5,000) using AMOS 23. The results showed that popularity goals fully mediated the relationship between adolescents' social status insecurity and their active defending behaviors. No gender differences in these mediating effects were observed. The results also indicated that popularity goals did not mediate the relationship between social status insecurity and passive bystanding behaviors. These findings enrich our understanding of bullying bystander behaviors and highlight the positive role of social cognitive factors (e.g., popularity goals) in active defending behaviors. Our findings deepen our understanding of bullying bystanders through integrating proximate and ultimate approaches. Our findings have significant practical implications, which suggest that school anti-bullying interventions should value the positive roles of social status insecurity and popularity goals in promoting active defending behaviors.
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Affiliation(s)
- Yuchi Zhang
- School of Smart Education, Jiangsu Normal University, Xuzhou, China
- Jiangsu Engineering Research Center of Educational Informatization, Jiangsu Normal University, Xuzhou, China
| | | | | | - Jingke Wang
- The First High School of Changsha, Changsha, China
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21
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Jeong R, Gilbertson M, Riffle LN, Demaray MK. Participant Role Behavior in Cyberbullying: an Examination of Moral Disengagement Among College Students. INTERNATIONAL JOURNAL OF BULLYING PREVENTION : AN OFFICIAL PUBLICATION OF THE INTERNATIONAL BULLYING PREVENTION ASSOCIATION 2022:1-13. [PMID: 35935737 PMCID: PMC9341409 DOI: 10.1007/s42380-022-00137-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 07/08/2022] [Indexed: 11/08/2022]
Abstract
The current study examined the role of moral disengagement in cyberbullying participant role behavior among college-aged individuals. Participants included 434 students who completed surveys measuring their participation in cyberbullying, including online bystander role behaviors, as well as their moral disengagement. Regression analysis results indicated that moral disengagement was positively associated with cyberbullying perpetration, cyberbullying victimization, passive bystanding online behavior, and reinforcing online behavior. The current study furthers knowledge on the associations between online bullying-related behavior and moral disengagement and could lead to necessary cyberbullying prevention and intervention support for young adults.
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Affiliation(s)
- Ruth Jeong
- Department of Psychology, Northern Illinois University, DeKalb, IL 60115 USA
| | - Megan Gilbertson
- Department of Psychology, Northern Illinois University, DeKalb, IL 60115 USA
| | - Logan N. Riffle
- Department of Psychology, Northern Illinois University, DeKalb, IL 60115 USA
| | - Michelle K. Demaray
- Department of Psychology, Northern Illinois University, DeKalb, IL 60115 USA
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22
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Feng T, Wang X, Chen Q, Liu X, Yang L, Liu S, Zhang Y. Sympathy and active defending behaviors among Chinese adolescent bystanders: A moderated mediation model of attitude toward bullying and school connectedness. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Tingting Feng
- Department of Educational Technology, School of Smart Education Jiangsu Normal University Xuzhou China
| | - Xinyi Wang
- Department of Educational Technology, School of Smart Education Jiangsu Normal University Xuzhou China
| | - Qiuxu Chen
- Department of Educational Technology, School of Smart Education Jiangsu Normal University Xuzhou China
| | - Xingchang Liu
- Department of Educational Technology, School of Smart Education Jiangsu Normal University Xuzhou China
| | - Lihong Yang
- Department of Educational Technology, School of Smart Education Jiangsu Normal University Xuzhou China
| | - Simeng Liu
- Department of Educational Technology, School of Smart Education Jiangsu Normal University Xuzhou China
| | - Yuchi Zhang
- Department of Educational Technology, School of Smart Education Jiangsu Normal University Xuzhou China
- Jiangsu Engineering Research Center of Educational Informatization Jiangsu Normal University Xuzhou China
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23
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Belief in a just world and bullying defending behavior among adolescents: Roles of self-efficacy and responsibility. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03198-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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24
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Cerda-Smith J, Gönültaş S, Mulvey KL. Adolescent peer aggression judgments and expected bystander intervention in teen dating violence. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101389] [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]
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25
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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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26
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Qiu XY, Zhang X, Wang MC, Liu XQ, Wang XF. Psychometric Properties of the Bullying Participant Behaviors Questionnaire (BPBQ) among Chinese Middle School Students. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2021. [DOI: 10.1007/s10862-021-09873-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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27
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Mayer MJ, Nickerson AB, Jimerson SR. Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1949933] [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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28
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Digital era bullying: An examination of adolescent judgments about bystander intervention online. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101322] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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29
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Riffle LN, Kelly KM, Demaray ML, Malecki CE, Santuzzi AM, Rodriguez-Harris DJ, Emmons JD. Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls. J Sch Psychol 2021; 86:49-63. [PMID: 34051917 DOI: 10.1016/j.jsp.2021.03.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2019] [Revised: 11/30/2020] [Accepted: 03/14/2021] [Indexed: 12/30/2022]
Abstract
Although some research has evidenced a negative association between involvement in bullying and academic performance, more work is needed to understand the associations between academic performance and involvement in a more comprehensive range of bully role behaviors. The goals of the current study were to determine (a) the associations among a broader range of bully role behaviors (i.e., bullying, assisting, victimization, defending, and outsider behavior) and academic performance (i.e., grade point average; GPA), and (b) gender differences within these associations. The current study investigated these issues over the course of an academic year with 7794 students in middle through high school. Bullying behaviors were assessed in the fall and GPA data were gathered from school records from the spring of the same academic year. The results identified significant negative associations between bullying (b = -0.07, p = .001), assisting (b = -0.16, p < .001), victimization (b = -0.06, p < .001), and defending (b = -0.04, p < .001) with student GPA, whereas no significant association emerged for outsider behavior and GPA (b = -0.02, p = .13). In addition, several gender differences were found in these associations, including a stronger negative association between assisting and GPA for girls (b = -0.23, p = .001) than for boys (b = -0.08, p = .014) and a significant negative association between victimization and GPA for girls (b = -0.09, p < .001), but not boys (b = -0.02, p = .117). Differences in results across schools were also examined in an exploratory manner. The educational impact associated with bullying behaviors, limitations of the current study, and suggestions for future research are discussed.
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Affiliation(s)
- Logan N Riffle
- Department of Psychology, Northern Illinois University, USA.
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30
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Itzkovich Y, Barhon E, Lev-Wiesel R. Health and Risk Behaviors of Bystanders: An Integrative Theoretical Model of Bystanders' Reactions to Mistreatment. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:5552. [PMID: 34067385 PMCID: PMC8196995 DOI: 10.3390/ijerph18115552] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 05/08/2021] [Accepted: 05/17/2021] [Indexed: 11/16/2022]
Abstract
This article constructs a comprehensive theoretical model that outlines bystanders' emotional and behavioral responses to the mistreatment of adolescent peers. The model captures bystanders' risk and health risk behaviors, which have been overlooked in the context of their reactions; when addressed at all in connection with bystanders of bullying among adolescents, they have been treated separately. Here, we present bystanders' emotional and cognitive reactions and their impact on bystanders' responses including a set of responses that demonstrate risk and health risk behaviors that are directed to the bystander as a victim by proxy. The theoretical framework is the conservation of resources theory, which posits that personal resources (i.e., potency and moral disengagement) and social resources impact the process that leads to bystanders' reactions. Previous models have overlooked the integrative viewpoint of bystanders, and comprehensive models that explain bystanders' behavioral and emotional responses have received little attention especially with regards to adolescents. Two recent models overlooked core features embedded in the current model, including the risk and health risk behaviors that it integrates. The proposed model presents a novel and more comprehensive view of bystanders' reactions and the process underlying these reactions. It integrates existing knowledge embedded in other existing models. At the same time, this perspective indicates the centricity of potency as a key resource that dictates the emotional response and behaviors of bystanders. This potentially allows for new applications in the mitigation of adverse impacts that follow the witnessing of mistreatment. The article discusses these applications, which are based on previous findings, their implications for practice, and directions for future empirical research necessary to validate the model.
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Affiliation(s)
- Yariv Itzkovich
- Kinneret College on the Sea of Galilee, Tzemach 1410502, Israel;
| | - Ella Barhon
- Kinneret College on the Sea of Galilee, Tzemach 1410502, Israel;
| | - Rachel Lev-Wiesel
- School for Creative Arts Therapies, University of Haifa, Haifa 3498838, Israel;
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31
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Gönültaş S, Mulvey KL. Bystander responses to bias-based bullying and retaliation: Is retaliation perceived as more acceptable than bias-based bullying? BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021; 39:442-461. [PMID: 33629758 DOI: 10.1111/bjdp.12371] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 12/30/2020] [Indexed: 11/30/2022]
Abstract
The current study examined intergroup-related and social-cognitive correlates of bystanders' acceptability judgements and their responses to bias-based bullying of immigrant peers and to possible retaliation for the bullying. Participants included 179 immigrant-origin and non-immigrant-origin youth (Mage = 13.23; SD = 1.55; 79 immigrant-origin youth). Participants' bystander judgements and responses to bullying and retaliation were examined via a hypothetical scenario. Further, participants' intergroup attitudes towards immigrants and their social-cognitive skills were evaluated. ANOVA results showed that immigrant-origin youth judged bullying as less acceptable and retaliation as more acceptable compared to non-immigrant-origin youth, documenting that group membership is related to adolescents' judgements. A similar pattern was observed in active bystander responses. Hierarchical regression analyses revealed that immigration background, intergroup process in the context of immigration, and social-cognitive skills predict bystander responses to bullying and retaliation. This study provides important implications for anti-bullying intervention programmes to overcome the negative consequences of retaliation in the escalation of aggressive behaviours.
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Affiliation(s)
- Seçil Gönültaş
- North Carolina State University, Raleigh, North Carolina, USA
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32
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Knox J, Gibson S, Gönültaş S, Mulvey KL. School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege Among African American Students. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1846459] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Agley J, Jun M, Eldridge L, Agley DL, Xiao Y, Sussman S, Golzarri-Arroyo L, Dickinson SL, Jayawardene W, Gassman R. Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial. JMIR Ment Health 2021; 8:e25860. [PMID: 33338986 PMCID: PMC7817353 DOI: 10.2196/25860] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 12/18/2020] [Accepted: 12/18/2020] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Schools increasingly prioritize social-emotional competence and bullying and cyberbullying prevention, so the development of novel, low-cost, and high-yield programs addressing these topics is important. Further, rigorous assessment of interventions prior to widespread dissemination is crucial. OBJECTIVE This study assesses the effectiveness and implementation fidelity of the ACT Out! Social Issue Theater program, a 1-hour psychodramatic intervention by professional actors; it also measures students' receptiveness to the intervention. METHODS This study is a 2-arm cluster randomized control trial with 1:1 allocation that randomized either to the ACT Out! intervention or control (treatment as usual) at the classroom level (n=76 classrooms in 12 schools across 5 counties in Indiana, comprised of 1571 students at pretest in fourth, seventh, and tenth grades). The primary outcomes were self-reported social-emotional competence, bullying perpetration, and bullying victimization; the secondary outcomes were receptiveness to the intervention, implementation fidelity (independent observer observation), and prespecified subanalyses of social-emotional competence for seventh- and tenth-grade students. All outcomes were collected at baseline and 2-week posttest, with planned 3-months posttest data collection prevented due to the COVID-19 pandemic. RESULTS Intervention fidelity was uniformly excellent (>96% adherence), and students were highly receptive to the program. However, trial results did not support the hypothesis that the intervention would increase participants' social-emotional competence. The intervention's impact on bullying was complicated to interpret and included some evidence of small interaction effects (reduced cyberbullying victimization and increased physical bullying perpetration). Additionally, pooled within-group reductions were also observed and discussed but were not appropriate for causal attribution. CONCLUSIONS This study found no superiority for a 1-hour ACT Out! intervention compared to treatment as usual for social-emotional competence or offline bullying, but some evidence of a small effect for cyberbullying. On the basis of these results and the within-group effects, as a next step, we encourage research into whether the ACT Out! intervention may engender a bystander effect not amenable to randomization by classroom. Therefore, we recommend a larger trial of the ACT Out! intervention that focuses specifically on cyberbullying, measures bystander behavior, is randomized by school, and is controlled for extant bullying prevention efforts at each school. TRIAL REGISTRATION Clinicaltrials.gov NCT04097496; https://clinicaltrials.gov/ct2/show/NCT04097496. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.2196/17900.
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Affiliation(s)
- Jon Agley
- Prevention Insights, Department of Applied Health Science, School of Public Health, Indiana University Bloomington, Bloomington, IN, United States
| | - Mikyoung Jun
- Prevention Insights, Department of Applied Health Science, School of Public Health, Indiana University Bloomington, Bloomington, IN, United States
| | - Lori Eldridge
- Prevention Insights, Department of Applied Health Science, School of Public Health, Indiana University Bloomington, Bloomington, IN, United States
| | - Daniel L Agley
- Prevention Insights, Department of Applied Health Science, School of Public Health, Indiana University Bloomington, Bloomington, IN, United States
| | - Yunyu Xiao
- School of Social Work, Indiana University Bloomington and Indiana University-Purdue University Indianapolis, Indianapolis, IN, United States
| | - Steve Sussman
- Department of Preventive Medicine, Keck School of Medicine, University of Southern California, Los Angeles, CA, United States.,Department of Psychology, Dana and David Dornsife College of Letters, Arts and Sciences, University of Southern California, Los Angeles, CA, United States.,School of Social Work, University of Southern California, Los Angeles, CA, United States
| | - Lilian Golzarri-Arroyo
- Biostatistics Consulting Center, School of Public Health Bloomington, Indiana University Bloomington, Bloomington, IN, United States
| | - Stephanie L Dickinson
- Biostatistics Consulting Center, School of Public Health Bloomington, Indiana University Bloomington, Bloomington, IN, United States
| | - Wasantha Jayawardene
- Prevention Insights, Department of Applied Health Science, School of Public Health, Indiana University Bloomington, Bloomington, IN, United States
| | - Ruth Gassman
- Prevention Insights, Department of Applied Health Science, School of Public Health, Indiana University Bloomington, Bloomington, IN, United States
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Jungert T, Holm K, Iotti NO, Longobardi C. Profiles of bystanders' motivation to defend school bully victims from a self-determination perspective. Aggress Behav 2021; 47:78-88. [PMID: 32864781 PMCID: PMC7754345 DOI: 10.1002/ab.21929] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2020] [Revised: 08/18/2020] [Accepted: 08/18/2020] [Indexed: 12/14/2022]
Abstract
This study was aimed at exploring which latent profiles emerge based on ratings of self‐determined motivation to defend victims of bullying, and to explore if they are related to bystander roles and victimization in bullying, as well as student–teacher relations. Data were collected from 1,800 Swedish and Italian students, with an age range between 10 and 18 years (M = 12.6, standard deviation = 1.74). The students completed a survey in their classrooms. Latent profile analysis was used to explore the possible clusters of individuals with similar ratings on the motivational variables. Multivariate analysis of variances were conducted to explore differences between the profiles in relation to their roles when witnessing bullying and to student–teacher relationships. Four latent profiles emerged. The profiles represented respondents (a) high in prosocial motivation, (b) high in externally extrinsic motivation, (c) intermediate in externally extrinsic motivation, and (d) with identified/introjected motivation. Multivariate analyses showed that reports of bystander roles when witnessing bullying, teacher–student relationships, and bullying victimization, significantly differed over the motivational profiles. The bystanders were unevenly distributed across the four groups and most individuals were categorized in the prosocial motivation group. Female and male bystanders were evenly distributed across clusters. The prosocial motivation group experienced victimization to a lesser extent than the other profile groups. Students in the intermediate externally extrinsic group were more likely to take the pro‐bully and outsider role during bullying. Concerning student–teacher relationships, the prosocial motivation group reported the closest relationships with their teachers, while the intermediate externally extrinsic group reported the most conflictual relationships.
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Affiliation(s)
- Tomas Jungert
- Department of Psychology Lund University Lund Sweden
- Department of Psychology Turin University Turin Italy
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35
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Gönültaş S, Mulvey KL. The Role of Immigration Background, Intergroup Processes, and Social-Cognitive Skills in Bystanders' Responses to Bias-Based Bullying Toward Immigrants During Adolescence. Child Dev 2020; 92:e296-e316. [PMID: 33350458 DOI: 10.1111/cdev.13476] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents' grade, intergroup attitudes, and social-cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant-origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant-origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias-based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias-based bullying against immigrants.
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Panumaporn J, Hongsanguansri S, Atsariyasing W, Kiatrungrit K. Bystanders' behaviours and associated factors in cyberbullying. Gen Psychiatr 2020; 33:e100187. [PMID: 32524075 PMCID: PMC7245368 DOI: 10.1136/gpsych-2019-100187] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Revised: 03/27/2020] [Accepted: 04/14/2020] [Indexed: 11/03/2022] Open
Abstract
BACKGROUND Cyberbullying is presently an alarming problem worldwide due to its impact on the emotions, behaviour and psychological well-being of not only the victims, but the bullies themselves and also bystanders. AIM This study aims to investigate bystanders' behaviours in cyberbullying and associated factors. METHODS This research is a cross-sectional study of 578 secondary school students in Bangkok, Thailand. Simple random sampling was used to select four secondary schools. Data were collected through online questionnaires which included four sections: (1) demographic data, (2) bystanders' behaviour in cyberbullying (cyberbullying experience and attitude towards cyberbullying were included in this section), (3) parental attachment (Inventory of Parent Attachment-Revised), and (4) self-esteem (Rosenberg Self-Esteem Scale-Revised). RESULTS It was found that most occurrences of bystanders' behaviour were: (a) willing to intervene or help victims (34.6%), (b) ignoring the cyberbullying (28%) or (c) partaking in cyberbullying (26.3%). Participants who either were victims of cyberbullying or knew of cyberbullying happening to friends or relatives and had high parental attachment would intervene more than those who never had such experiences. Participants who knew of cyberbullying happening to the general public had tendencies towards ignoring the cyberbullying. Participants who indicated they were bullies and had positive attitude towards joining in tended to partake in the cyberbullying more than those who were not. CONCLUSION Factors relating to the behaviours of bystanders in cyberbullying should be further explored to provide support in the discouragement of ignoring and averting participation in cyberbullying. Secure parental attachment is one important factor that should be instilled during childhood years.
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Affiliation(s)
- Jidapa Panumaporn
- Master of Science Program in Child, Adolescent and Family Psychology, Affiliate Program Between Faculty of Medicine Ramathibodi Hospital, Faculty of Medicine Siriraj Hospital and National Institute for Child and Family Development, Mahidol University, Bangkok, Thailand
| | | | - Wanlop Atsariyasing
- Psychiatry, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand
| | - Komsan Kiatrungrit
- Psychiatry, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Bangkok, Thailand
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McLoughlin LT, Broadhouse KM, Clacy A, Winks N, Lagopoulos J, Hermens DF. The Cyberbullying Picture Series (CyPicS): Developed for Use in Cyberbullying and Cyberbystander Research. Psychol Rep 2020; 124:1370-1383. [PMID: 32370598 DOI: 10.1177/0033294120922488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
While research has examined bystander responses in a traditional sense, there is a dearth of research regarding responses of cyberbystanders in a real-time situation, such as observing a cyberbullying scenario. This article describes a novel protocol designed to develop a series of images to be used to undertake research that aims to examine cyberbystander responses. A total of 24 scenarios (12 negative (cyberbullying) and 12 neutral) were created by the researchers and designed to mimic the way such scenarios would appear on a social networking site. The negative (cyberbullying) stimuli were rated in terms of level of severity, and the scenarios were compared to a selection of images from the International Affective Picture System using the Self-Assessment Manikin. These stimuli were compiled to form the Cyberbullying Picture Series (CyPicS). Through the development of the CyPicS, this protocol will aid future researchers in examining responses to real-life scenarios, as it is the first of its kind to develop these scenarios and test and evaluate them. CyPicS will provide researchers with the means to systematically evaluate responses to validated, real-life cyberbullying scenarios. More specifically, future researchers can utilize CyPicS to investigate how cyberbystanders respond when observing cyberbullying stimuli compared to neutral stimuli, as well as to measure and understand reactions or perceptions of cyberbullying. CyPicS can be used in any form of cyberbullying research (including electroencephalography and eye-tracking studies, psychological research, and functional magnetic resonance imaging studies) that may utilize bystander reactions and behaviors. Findings from research that utilizes CyPicS will greatly increase our understanding of bystander responses, and with variations in study design, researchers can further examine past or future associations with cyber-victim/bully status and mental health outcomes.
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Affiliation(s)
- Larisa T McLoughlin
- Sunshine Coast Mind and Neuroscience-Thompson Institute, 5333University of the Sunshine Coast, Queensland, Australia
| | - Kathryn M Broadhouse
- Sunshine Coast Mind and Neuroscience-Thompson Institute, 5333University of the Sunshine Coast, Queensland, Australia
| | - Amanda Clacy
- Sunshine Coast Mind and Neuroscience-Thompson Institute, 5333University of the Sunshine Coast, Queensland, Australia
| | - Natalie Winks
- Sunshine Coast Mind and Neuroscience-Thompson Institute, 5333University of the Sunshine Coast, Queensland, Australia
| | - Jim Lagopoulos
- Sunshine Coast Mind and Neuroscience-Thompson Institute, 5333University of the Sunshine Coast, Queensland, Australia
| | - Daniel F Hermens
- Sunshine Coast Mind and Neuroscience-Thompson Institute, 5333University of the Sunshine Coast, Queensland, Australia
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Geuijen P, de Rond M, Kuppens J, Atsma F, Schene A, de Haan H, de Jong C, Schellekens A. Physicians' norms and attitudes towards substance use in colleague physicians: A cross-sectional survey in the Netherlands. PLoS One 2020; 15:e0231084. [PMID: 32243472 PMCID: PMC7122818 DOI: 10.1371/journal.pone.0231084] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2019] [Accepted: 03/17/2020] [Indexed: 11/18/2022] Open
Abstract
INTRODUCTION Substance use disorders (SUD) in physicians often remain concealed for a long time. Peer monitoring and open discussions with colleagues are essential for identifying SUD. However, physicians often feel uncomfortable discussing substance use with a colleague. We explored physicians' attitudes and norms about substance use (disorders) and their (intended) approach upon a presumption of substance use in a colleague. MATERIALS AND METHODS An online cross-sectional survey concerning "Addiction in physicians" was administered by the Royal Dutch Medical Association physician panel. Overall, 1685 physicians (47%) responded. Data were analyzed by logistic regression to explore factors associated with taking action upon a substance use presumption. RESULTS Most physicians agreed that SUD can happen to anyone (67%), is not a sign of weakness (78%) and that it is a disease that can be treated (83%). Substance use in a working context was perceived as unacceptable (alcohol at work: 99%, alcohol during a standby duty: 91%, alcohol in the eight hours before work: 77%, and illicit drugs in the eight hours before work: 97%). Almost all respondents (97%) intend to act upon a substance use presumption in a colleague. Of the 29% who ever had this presumption, 65% took actual action. Actual action was associated with male gender and older age (OR = 1.81; 95% CI = 1.20-2.74 and OR = 1.03; 95% CI = 1.01-1.05, respectively). CONCLUSIONS About one-third of physicians reported experience with a presumption of substance use in a colleague. Whilst most physicians intend to take action upon such a presumption, two-thirds actually do act upon a presumption. To bridge this intention-behavior gap continued medical education on signs and symptoms of SUD and instructions on how to enter a supportive dialogue with a colleague about personal issues, may enhance physicians' knowledge, confidence, and ethical responsibility to act upon a presumption of substance use or other concerns in a colleague.
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Affiliation(s)
- Pauline Geuijen
- Department of Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, the Netherlands
- Nijmegen Institute for Scientist-Practitioners in Addiction (NISPA), Nijmegen, the Netherlands
- Physician Health Program ABS-doctors, Royal Dutch Medical Association (RDMA), Utrecht, the Netherlands
- * E-mail:
| | - Marlies de Rond
- Physician Health Program ABS-doctors, Royal Dutch Medical Association (RDMA), Utrecht, the Netherlands
| | - Joanneke Kuppens
- Physician Health Program ABS-doctors, Royal Dutch Medical Association (RDMA), Utrecht, the Netherlands
| | - Femke Atsma
- Scientific Center for Quality of Healthcare (IQ healthcare), Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, the Netherlands
| | - Aart Schene
- Department of Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, the Netherlands
| | - Hein de Haan
- Nijmegen Institute for Scientist-Practitioners in Addiction (NISPA), Nijmegen, the Netherlands
- Tactus Addiction Treatment, Deventer, the Netherlands
| | - Cornelis de Jong
- Nijmegen Institute for Scientist-Practitioners in Addiction (NISPA), Nijmegen, the Netherlands
- Behavioral Science Institute, Radboud University, Nijmegen, the Netherlands
| | - Arnt Schellekens
- Department of Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, the Netherlands
- Nijmegen Institute for Scientist-Practitioners in Addiction (NISPA), Nijmegen, the Netherlands
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Dimensions of empathy and bystander intervention in bullying in elementary school. J Sch Psychol 2020; 79:31-42. [PMID: 32389247 DOI: 10.1016/j.jsp.2020.03.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2018] [Revised: 02/10/2020] [Accepted: 03/06/2020] [Indexed: 12/30/2022]
Abstract
The current study investigated associations among cognitive empathy, affective empathy, internalizing problems, and the five steps of the bystander intervention model (notice bullying events, interpret as an event requiring intervention, accept responsibility for intervening, know how to intervene, and act). Participants included 336 fourth and fifth grade students (58.9% boys) at a school in the Midwest region of the United States. Hierarchical regression analyses indicated that greater cognitive empathy was related to noticing bullying events, accepting responsibility to intervene, and knowing how to intervene. Affective empathy was significantly related to the actual act of intervention. Further, significant interactions revealed that affective empathy was positively associated with interpreting bullying as an event that required intervention at low and moderate levels of internalizing problems, but not at high levels of internalizing problems. Overall these findings underscore the need to examine the decision to intervene as the culmination of a series of steps as outlined in the bystander intervention model, with each step potentially influenced by a unique set of precursors.
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Malecki CK, Demaray MK, Smith TJ, Emmons J. Disability, poverty, and other risk factors associated with involvement in bullying behaviors. J Sch Psychol 2020; 78:115-132. [DOI: 10.1016/j.jsp.2020.01.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Revised: 07/11/2019] [Accepted: 01/11/2020] [Indexed: 11/24/2022]
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García-Vázquez FI, Valdés-Cuervo AA, Martínez-Ferrer B, Parra-Pérez LG. Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying. Front Psychol 2020; 10:2827. [PMID: 31969844 PMCID: PMC6960178 DOI: 10.3389/fpsyg.2019.02827] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2019] [Accepted: 11/29/2019] [Indexed: 11/28/2022] Open
Abstract
The relationships among character strengths (forgiveness and gratitude), happiness, and prosocial bystander behavior in bullying were analyzed. The sample includes 500 (early adolescents) and 500 (middle adolescents) of both genders, between 12 and 18 years old (M age = 14.70, SD = 1.58). Two structural equation models were calculated. Results of the first model indicated that forgiveness, gratitude, and happiness had a direct positive relation with prosocial bystander behavior. Furthermore, human strengths were indirectly related to prosocial behavior in bullying for this effect in happiness. The second model showed that prosocial bystander behavior had a positive effect on human strengths and happiness. Multigroup analyses indicated that gender and stage of adolescence did not moderate the relations found in the model. Overall findings suggest a reciprocal relationship between character strengths, happiness, and prosocial bystander behavior.
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Affiliation(s)
| | | | - Belén Martínez-Ferrer
- Department of Education and Social Psychology, Pablo de Olavide University, Seville, Spain
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Ingram KM, Davis JP, Espelage DL, Hatchel T, Merrin GJ, Valido A, Torgal C. Longitudinal associations between features of toxic masculinity and bystander willingness to intervene in bullying among middle school boys. J Sch Psychol 2019; 77:139-151. [DOI: 10.1016/j.jsp.2019.10.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2018] [Revised: 07/19/2019] [Accepted: 10/31/2019] [Indexed: 12/30/2022]
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Troop-Gordon W, Frosch CA, Wienke Totura CM, Bailey AN, Jackson JD, Dvorak RD. Predicting the development of pro-bullying bystander behavior: A short-term longitudinal analysis. J Sch Psychol 2019; 77:77-89. [PMID: 31837730 PMCID: PMC6917039 DOI: 10.1016/j.jsp.2019.10.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Revised: 08/09/2019] [Accepted: 10/31/2019] [Indexed: 11/19/2022]
Abstract
Pro-bullying bystander behavior is a key socio-contextual factor underlying the perpetuation of bullying, yet investigators know relatively little as to what contributes to its development. The current study uses a short-term longitudinal design to identify child characteristics and relationship qualities that predict pro-bullying bystander behavior over the course of one school year. Participants were 484 children (239 girls; Mage = 10.25 years). Children completed self-report measures of pro-bullying bystander behavior, empathy, moral disengagement, and perceived norms for defending, and peer-report measures of peer victimization and popularity. Main effects of fall empathy and moral disengagement emerged in the prediction of spring pro-bullying bystander behavior, although the latter just for boys. At low levels of perceived norms for defending, high levels of popularity and, for girls, high levels of peer victimization predicted heightened pro-bullying bystander behavior. Thus, anti-bullying efforts may benefit from targeting these social-cognitive and relational processes predictive of pro-bullying bystander behavior and fostering group norms that mitigate these risks.
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Jungert T, Perrin S. Trait anxiety and bystander motivation to defend victims of school bullying. J Adolesc 2019; 77:1-10. [PMID: 31593855 DOI: 10.1016/j.adolescence.2019.10.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 09/29/2019] [Accepted: 10/01/2019] [Indexed: 11/26/2022]
Abstract
INTRODUCTION School-based bullying is an omnipresent problem, but is less frequent when bystanders are inclined to defend victims. This makes it important to focus on motivation to intervene in bullying. METHODS 202 students (Mage = 16.44 years, 52% boys) from public Swedish high schools participated in a vignette experiment. Students were randomized to one of two vignettes (victim belonging to/not belonging to ingroup). Self-report measures of motivation to defend and trait anxiety were used. RESULTS Participants reported more autonomous motivation when the victim belonged to the ingroup and more extrinsic motivation when the victim did not belong to the ingroup. Trait anxiety interacted with the manipulation: bystanders high in anxiety reported low levels of autonomous motivation when the victim did not belong to the ingroup and low levels of extrinsic motivation when the victim belonged to the ingroup. CONCLUSIONS Findings suggest that anti-bullying-programs should focus on how defender motivation is influenced by the way in which victim ingroup status is perceived and address the bystander's level of anxiety as this interacts with such perceptions.
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Affiliation(s)
| | - Sean Perrin
- Lund University, Box 213, SE-221 00, Lund, Sweden
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Students' Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15112577. [PMID: 30453658 PMCID: PMC6267557 DOI: 10.3390/ijerph15112577] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/02/2018] [Revised: 11/13/2018] [Accepted: 11/15/2018] [Indexed: 11/17/2022]
Abstract
Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research.
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Doehne M, von Grundherr M, Schäfer M. Peer influence in bullying: The autonomy-enhancing effect of moral competence. Aggress Behav 2018; 44:591-600. [PMID: 30069887 DOI: 10.1002/ab.21784] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Revised: 05/28/2018] [Accepted: 05/29/2018] [Indexed: 11/09/2022]
Abstract
Research has found that moral competence is negatively associated with bullying behavior in schools, but the drivers of this association are not yet well understood. In this paper, we report on two studies which suggest that moral competence acts as a moderator of peer influence in the context of school bullying. Data were collected at two time points in three German higher secondary schools (grades 7-10, average age at measurement: 14.26 years). Using a cross-lagged panel design (CLPD), study 1 (N = 251) found adolescents with low moral competence to be susceptible to peer influence, while no such effect was found for adolescents with high moral competence. Study 2, a cross-sectional analysis (N = 748), found moral competence to be inversely related to the likelihood of an individual's conforming with the pro-bullying behavior of his or her peers. Neither study found corresponding effects for pro-social, defending behavior. Our findings further illuminate the associations between moral competence, peer influence, and school bullying. Some implications for bullying prevention are discussed.
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Affiliation(s)
- Malte Doehne
- LMU Munich; Munich Center for Mathematical Philosophy; Munich Germany
- Department of Sociology; University of Zürich; Zürich Switzerland
| | - Michael von Grundherr
- LMU Munich; Research Center for Neurophilosophy and Ethics of Neuroscience; Munich Germany
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Mulvey KL, Gönültaş S, Goff E, Irdam G, Carlson R, DiStefano C, Irvin MJ. School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation. J Youth Adolesc 2018; 48:581-596. [PMID: 30328077 DOI: 10.1007/s10964-018-0941-3] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Accepted: 09/25/2018] [Indexed: 01/16/2023]
Abstract
Youth aggression occurs at high rates. Aggressive acts can be curbed through bystander intervention; yet, little is known about school and family factors that predict bystander intervention in response to both aggression and victim retaliation. This research examines school and family factors related to standing up to aggression and intervening before possible retaliation occurs. Participants included 6th and 9th graders (N = 896, 52.8% female), who evaluated how likely they would be to intervene if they observed aggression and if they heard the victim was planning to retaliate. Family and school factors are important predictors of bystander intervention, with higher family management, and more positive school climate associated with greater likelihood of intervention and higher feelings of social exclusion and teacher and peer discrimination associated with inactive responses to aggression and retaliation. Thus, a complex constellation of factors relate to the likelihood of intervening if someone is being victimized or considering retaliation in response to victimization. The results provide guidance and new directions for possible school- and family-based interventions to encourage bystander intervention in instances of aggression.
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Affiliation(s)
- Kelly Lynn Mulvey
- North Carolina State University, Raleigh, NC, 27695, USA. .,North Carolina State University, Raleigh, NC, 27695, USA.
| | - Seçil Gönültaş
- North Carolina State University, Raleigh, NC, 27695, USA.,North Carolina State University, Raleigh, NC, 27695, USA
| | - Eric Goff
- North Carolina State University, Raleigh, NC, 27695, USA.,North Carolina State University, Raleigh, NC, 27695, USA
| | - Greysi Irdam
- University of South Carolina, Columbia, SC, 29208, USA
| | - Ryan Carlson
- University of South Carolina, Columbia, SC, 29208, USA
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The assessment of bystander intervention in bullying: Examining measurement invariance across gender. J Sch Psychol 2018; 69:73-83. [PMID: 30558755 DOI: 10.1016/j.jsp.2018.05.008] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2017] [Revised: 01/23/2018] [Accepted: 05/10/2018] [Indexed: 11/22/2022]
Abstract
Research on bystander intervention in bullying has indicated that prosocial helping behavior is not consistent across gender, with girls engaging in more bystander intervention; however, a search of the literature does not reveal any studies that have examined the validity of bystander intervention measurement across subpopulations. The purpose of the current study was to investigate measurement invariance across gender in both the elementary and middle school versions of the Bystander Intervention Model in Bullying measure among a sample of 682 fourth to eighth grade students (46% girls, 47% low income, 87% White). Results suggest evidence of measurement equivalence of the five-step bystander intervention model across gender in the elementary and middle school samples. Given this, there is evidence that the measure can be used for research and practical purposes in these grade levels and that comparisons between boys and girls are appropriate.
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Mulvey KL, Killen M. Children's and Adolescents' Expectations about Challenging Unfair Group Norms. J Youth Adolesc 2017; 46:2241-2253. [PMID: 28389840 DOI: 10.1007/s10964-017-0671-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2017] [Accepted: 03/29/2017] [Indexed: 11/24/2022]
Abstract
Youth often hold group norms that perpetuate inequality. One way these norms can be changed is by challenging these norms by choosing to include new members into these groups who hold morally just norms. In the current study, children's and adolescents' inclusion decisions and social reasoning about challenging group norms through inclusion were investigated. The sample included 9-10 (children) and 13-14 year-olds (adolescents) (N = 673, 54.4% female). Participants supported including challengers into groups holding norms supporting relational aggression and unequal allocation of resources, but they were less likely to support including a challenger into a physically aggressive group. Age-related differences and gender differences were found: children and female participants were more likely to include challengers than were adolescents and male participants. The findings indicate that youth support including new members who would challenge morally questionable group norms, but that their support depends on the specific norm the group holds.
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Affiliation(s)
- Kelly Lynn Mulvey
- Department of Educational Studies, University of South Carolina, 129 Wardlaw, Columbia, SC, 29208, USA.
| | - Melanie Killen
- Dept of Human Development and Quantitative Methodology, University of Maryland, 3942 Campus Drive, Suite 3304, College Park, MD, 20742-1131, USA
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