1
|
Sjögren B, Thornberg R, Kim J, Hong JS, Kloo M. Basic moral sensitivity, moral disengagement, and defender self-efficacy as predictors of students' self-reported bystander behaviors over a school year: a growth curve analysis. Front Psychol 2024; 15:1378755. [PMID: 38962218 PMCID: PMC11221365 DOI: 10.3389/fpsyg.2024.1378755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2024] [Accepted: 05/27/2024] [Indexed: 07/05/2024] Open
Abstract
Though school children tend to view peer victimization as morally wrong most do not to intervene on the victim's behalf and some instead choose to aid the victimizer. The aim of this longitudinal study was to investigate how students' defending and pro-aggressive bystander behaviors evolved over the course of one school year and their association to basic moral sensitivity, moral disengagement, and defender self-efficacy. Three-hundred-fifty-three upper elementary school students (55% girls; 9.9-12.9 years of age) each completed self-report surveys at three points during one school year. Results from latent growth curve models showed that pro-aggressive bystander behavior remained stable over the year, whereas defending behavior decreased. Moreover, students who exhibited greater basic moral sensitivity were both less likely to be pro-aggressive and simultaneously more likely to defend. Students with defender self-efficacy were not only associated with more defending behavior at baseline but also were also less likely to decrease in defender behavior over time. Conversely, students reporting a higher degree of moral disengagement were linked to more pro-aggressive behavior, particularly when also reporting lower basic moral sensitivity. These short-term longitudinal results add important insight into the change in bystander behavior over time and how it relates to students' sense of morality. The results also highlight the practical necessity for schools to nurture students' sense of morality and prosocial behavior in their efforts to curb peer victimization.
Collapse
Affiliation(s)
- Björn Sjögren
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Robert Thornberg
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Jingu Kim
- Behavioral Science Institute, Radboud University, Nijmegen, Gelderland, Netherlands
| | - Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, United States
| | - Mattias Kloo
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| |
Collapse
|
2
|
Bjärehed M, Sjögren B, Thornberg R, Gini G, Pozzoli T. A short-term longitudinal study on the development of moral disengagement among schoolchildren: the role of collective moral disengagement, authoritative teaching, and student-teacher relationship quality. Front Psychol 2024; 15:1381015. [PMID: 38751766 PMCID: PMC11095254 DOI: 10.3389/fpsyg.2024.1381015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Accepted: 04/09/2024] [Indexed: 05/18/2024] Open
Abstract
The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.
Collapse
Affiliation(s)
- Marlene Bjärehed
- Department of Primary Teacher Education, Kristianstad University, Kristianstad, Sweden
| | - Björn Sjögren
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Gianluca Gini
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
| | - Tiziana Pozzoli
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
| |
Collapse
|
3
|
Tolmatcheff C, Veenstra R, Roskam I, Galand B. Examining the Link Between Implementation Fidelity, Quality, and Effectiveness of Teacher-Delivered Anti-Bullying Interventions in a Randomized Controlled Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2024; 25:407-420. [PMID: 37656368 PMCID: PMC11093827 DOI: 10.1007/s11121-023-01580-8] [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] [Accepted: 08/07/2023] [Indexed: 09/02/2023]
Abstract
This study examined the relation between both implementation fidelity and quality and the outcomes of two different anti-bullying interventions targeting distinct processes involved in bullying: moral disengagement and social norms. In total, 34 French-speaking Belgian teachers from six elementary schools were trained to deliver either the moral disengagement or the social norms intervention to their Grade 4-6 students (N = 747, 50.4% boys) in a randomized controlled trial. Students reported their moral disengagement, perceived injunctive class norm toward bullying, and bullying behaviors in the fall and spring of the 2018-2019 school year. Teachers' implementation fidelity and quality were assessed through direct observation in each class by two independent raters with a satisfying interrater reliability. A multiplicative moderated mediation model using latent change scores revealed that both greater fidelity and quality amplified students' decrease in moral disengagement, which was accompanied by a decrease in bullying. Importantly, when quality was sufficient, fidelity did not matter. However, higher fidelity could compensate for a lack of quality. Contrary to expectations, there was no significant change in students' perceptions of the class injunctive norm, even under ideal implementation conditions. Alternative mediators should thus be considered. Because implementation by teachers inevitably fluctuates, anti-bullying program components should be evaluated under various implementation conditions to determine their cost-effectiveness ratio and to gain insights into how anti-bullying programs work.
Collapse
Affiliation(s)
- Chloé Tolmatcheff
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712 TG, the Netherlands.
- Psychological Sciences Research Institute, University of Louvain, Ottignies-Louvain-la-Neuve, Belgium.
| | - René Veenstra
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712 TG, the Netherlands
| | - Isabelle Roskam
- Psychological Sciences Research Institute, University of Louvain, Ottignies-Louvain-la-Neuve, Belgium
| | - Benoit Galand
- Psychological Sciences Research Institute, University of Louvain, Ottignies-Louvain-la-Neuve, Belgium
| |
Collapse
|
4
|
Kim J, Sijtsema JJ, Thornberg R, Caravita SCS, Hong JS. Shaping Citizenship in the Classroom: Peer Influences on Moral Disengagement, Social Goals, and a Sense of Peer Community. J Youth Adolesc 2024; 53:732-743. [PMID: 38091164 DOI: 10.1007/s10964-023-01916-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 11/22/2023] [Indexed: 02/04/2024]
Abstract
Despite the important role of peers in the social process of classroom citizenship, the peer influence related to moral disengagement, social goals, and a sense of peer community remain unclear. To this end, it was examined to what extent youth become similar to their friends in moral disengagement, social goals, and a sense of peer community. Participants were 283 South Korean third to sixth graders (Mage = 9.60 years, SD = 0.97; 51.6% girls) who completed an online survey for moral disengagement, social goals, the sense of peer community and friendship network across the beginning (Time 1) and end (Time 2) of the school semester (September to December). Longitudinal social network analyses indicated that youth became more similar to their friends concerning moral disengagement and a sense of peer community, but did not select friends based on these aspects. The strength of these influence effects varied in terms of different levels of these aspects. Specifically, youth were more likely to become similar to their friends at lower levels of moral disengagement. Youth tended to be similar to the friends' level of sense of peer community. This tendency was relatively strong at the lowest and the highest levels of a sense of peer community. Future research should address the role of friendship in shaping classroom citizenship and the importance of classroom daily teaching practice in youth citizenship development.
Collapse
Affiliation(s)
- Jingu Kim
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, 6525 GD, Nijmegen, The Netherlands.
- Busan National University of Education, Busan, South Korea.
| | - Jelle J Sijtsema
- Tilburg University, Tilburg, The Netherlands
- University of Groningen, Groningen, The Netherlands
| | | | | | - Jun Sung Hong
- Wayne State University, Detroit, USA
- Ewha Womans University, Seoul, South Korea
| |
Collapse
|
5
|
Agudelo Rico D, Panesso Giraldo C, Arbeláez Caro JS, Cabrera Gutiérrez G, Isaac V, Escobar MJ, Herrera E. Moral Disengagement in Adolescent Offenders: Its Relationship with Antisocial Behavior and Its Presence in Offenders of the Law and School Norms. CHILDREN (BASEL, SWITZERLAND) 2024; 11:70. [PMID: 38255383 PMCID: PMC10814029 DOI: 10.3390/children11010070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 12/13/2023] [Accepted: 12/27/2023] [Indexed: 01/24/2024]
Abstract
This study focuses on understanding the relationship between moral disengagement mechanisms in adolescents who engage in law-breaking activities and those who violate school norms. To do so, we administered the Mechanisms of Moral Disengagement Scale (MMDS), which evaluates moral justification, euphemistic labeling, advantageous comparison, deflection of responsibility, diffusion of responsibility, distortion of consequences, dehumanization, and attribution of blame, to 366 adolescents (60.1% males (n = 220) and 39.9% females (n = 146)). Our results confirmed the hypothesis that law-breaking adolescents presented a higher degree of moral disengagement than those adolescents who violate school norms. Additionally, we found that adolescents who violated school norms displayed significantly higher levels of dehumanization than the controls, and law-breaking adolescents obtained the highest score in this domain. Our findings allow us to suggest that the presence of the dehumanization mechanism in adolescents who violate school norms could be used as an early indicator of the emergence of antisocial behaviors, since this was the only component of moral disengagement that significantly differentiated this group from the controls in the study.
Collapse
Affiliation(s)
| | - Carolina Panesso Giraldo
- Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago 2580335, Chile; (C.P.G.); (V.I.)
| | | | - Germán Cabrera Gutiérrez
- Facultad de Ciencias Humanas y de la Educación, Corporación Universitaria Empresarial Alexander Von Humboldt, Armenia 63001, Colombia;
| | - Valeria Isaac
- Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago 2580335, Chile; (C.P.G.); (V.I.)
| | - María Josefina Escobar
- Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago 2580335, Chile; (C.P.G.); (V.I.)
| | - Eduar Herrera
- Universidad Icesi, Departamento de Estudios Psicológicos, Cali 760031, Colombia
| |
Collapse
|
6
|
Wachs S, Bilz L, Wettstein A, Espelage DL. Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents. Aggress Behav 2024; 50:e22105. [PMID: 37490043 DOI: 10.1002/ab.22105] [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: 03/13/2023] [Revised: 06/03/2023] [Accepted: 07/06/2023] [Indexed: 07/26/2023]
Abstract
Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents' responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti-hate speech prevention programs.
Collapse
Affiliation(s)
- Sebastian Wachs
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
- Institute of Education, University of Münster, Münster, Germany
| | - Ludwig Bilz
- Department of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, Cottbus, Germany
| | - Alexander Wettstein
- Institute for Research, Development and Evaluation, Bern University of Teacher Education, Bern, Switzerland
| | - Dorothy L Espelage
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| |
Collapse
|
7
|
Sánchez-Jiménez V, Rodríguez-de Arriba ML, Ortega-Rivera J, Muñoz-Fernández N. Can Virtual Reality be Used for the Prevention of Peer Sexual Harassment in Adolescence? First Evaluation of the Virtual-PRO Program. PSYCHOSOCIAL INTERVENTION = INTERVENCION PSICOSOCIAL 2024; 33:29-42. [PMID: 38298212 PMCID: PMC10826979 DOI: 10.5093/pi2024a1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 09/26/2023] [Indexed: 02/02/2024]
Abstract
Objective: The present study analyzed the Virtual-PRO program's efficacy in preventing peer sexual harassment by promoting the bystanders' active intervention and incorporating a virtual reality (VR) component. The impact of the program on sexist attitudes, moral disengagement, the intention to intervene as bystanders, and the involvement in sexual aggression and victimization was tested. Method: Virtual-PRO is a VR-enhanced sexual harassment curricular prevention program of six one-hour sessions. The evaluation comprised a pre-test, a post-test after the intervention, and a follow-up measure at three months. In the study, 579 Spanish adolescent students aged between 12 and 17 years (M = 14.76, SD = 0.88; 47.1% boys) were randomly grouped into experimental (n = 286) and control (n = 293) conditions. Results: The Virtual-PRO program effectively controlled participants' levels of sexism and reduced moral disengagement in the experimental group compared to the control group three months after the intervention. The program also showed positive results in changing bystander behavior, increasing the intention to intervene when the victim was not a friend. Finally, visual/verbal and online victimization decreased in the experimental group and increased in the control group. No differences were found for physical sexual victimization and sexual aggression. Conclusions: The first trial of the Virtual-PRO program is promising and highlights the use of VR as a sexual harassment prevention tool. Follow-up measures are essential to determine the impact of interventions accurately.
Collapse
|
8
|
Li H, Guo Q, Hu P. Moral disengagement, self-control and callous-unemotional traits as predictors of cyberbullying: a moderated mediation model. BMC Psychol 2023; 11:247. [PMID: 37626425 PMCID: PMC10463332 DOI: 10.1186/s40359-023-01287-z] [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: 04/06/2023] [Accepted: 08/15/2023] [Indexed: 08/27/2023] Open
Abstract
BACKGROUND Cyberbullying has become more prevalent, more difficult to detect, and more harmful to the victims. Whereas considerable prior work has investigated predictors and consequences of cyberbullying, additional research is needed to better understand the mechanisms by which these factors relate to cyberbullying perpetration and victimization. The goal of the present study was to examine the extent to which the link between individual differences in moral disengagement and cyberbullying perpetration is mediated by low self-control and, if so, whether this mediation effect varies by individuals' degree of callous-unemotional traits. METHOD To explore these questions, we used cyberbullying, moral disengagement, self-control, and callous-unemotional traits scales and collected online survey data from a sample of 860 Chinese internet users aged 18 years old or older. RESULT As hypothesized, a significant positive relation between moral disengagement and cyberbullying emerged that was mediated by individual differences in self-control. Additionally, evidence of moderated mediation was found. That is, the indirect effect varied by degree of callous-unemotional traits, with a significantly stronger mediation effect (and association between self-control and cyberbullying) for individuals who were relatively higher in callous-unemotional traits. CONCLUSION We conclude that moral disengagement partially predicts cyberbullying through self-control, while callous-unemotional traits moderate the pathway between self-control and cyberbullying.
Collapse
Affiliation(s)
- Haojian Li
- School of Social & Behavioral Sciences, Arizona State University, Glendale, AZ, United States of America
| | - Qi Guo
- Department of Psychology, Renmin University of China, Beijing, Haidian district, People's Republic of China
| | - Ping Hu
- Department of Psychology, Renmin University of China, Beijing, Haidian district, People's Republic of China.
| |
Collapse
|
9
|
Bedrosova M, Kvardova N, Machackova H. Bystanders' Victim Blaming and Minimizing Consequences of Weight-Based Cyberhate Attacks: The Roles of anti-Fat Attitudes, Body-Positive Online Content, and Gender. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:6915-6941. [PMID: 36541163 DOI: 10.1177/08862605221140037] [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: 06/17/2023]
Abstract
Physical appearance and, specifically, weight are common reasons for cyberhate attacks among adolescents. Using a between-subject experimental design, this study focuses on the bystanders of such attacks on Instagram. We investigate bystanders' assessments in the form of two moral disengagement (MD) mechanisms-victim blaming and minimizing consequences-and we compare the assessments of attacks that are diversified by the victim's weight (i.e., a victim who is plus-size and a victim who is thinner). We also examine the moderating roles of bystanders' prejudice against people who are plus-size in the form of the so-called anti-fat attitudes, their frequency of viewing body-positive online content, and gender. The study's data come from an online survey conducted in 2020 with a representative sample of 658 Czech adolescents, aged 13-18. We tested our hypotheses with structural equation modeling. The results show that the two MD mechanisms work differently. The victim's displayed weight affected the bystanders' tendency to victim blame: adolescents blamed the victim who is plus-size more than the victim who is thinner, but the victim's weight made no difference in minimizing the consequences of the incident. A moderating effect for anti-fat attitudes and gender was found for victim blaming. Bystanders with higher anti-fat attitudes and boys blamed the victim who is plus-size more than the victim who is thinner. On the other hand, there was no effect for the frequency of viewing body-positive online content for either of the MD mechanisms. The results are discussed with regard to the differences between the two mechanisms and the practical implications for educational and prevention programs for youth.
Collapse
Affiliation(s)
- Marie Bedrosova
- Interdisciplinary Research Team on Internet and Society, Faculty of Social Studies, Masaryk University, Czech Republic
| | - Nikol Kvardova
- Interdisciplinary Research Team on Internet and Society, Faculty of Social Studies, Masaryk University, Czech Republic
| | - Hana Machackova
- Interdisciplinary Research Team on Internet and Society, Faculty of Social Studies, Masaryk University, Czech Republic
| |
Collapse
|
10
|
Thornberg R. Longitudinal link between moral disengagement and bullying among children and adolescents: A systematic review. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1080/17405629.2023.2191945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/22/2023]
Affiliation(s)
- Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linkoping, Sweden
| |
Collapse
|
11
|
Paciello M, Corbelli G, Di Pomponio I, Cerniglia L. Protective Role of Self-Regulatory Efficacy: A Moderated Mediation Model on the Influence of Impulsivity on Cyberbullying through Moral Disengagement. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020219. [PMID: 36832346 PMCID: PMC9954595 DOI: 10.3390/children10020219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 01/21/2023] [Accepted: 01/25/2023] [Indexed: 01/28/2023]
Abstract
During online interactions, adolescents are often exposed to deviant opportunities. In this context, the capacity to regulate one's behavior is essential to prevent cyberbullying. Among adolescents, this online aggressive behavior is a growing phenomenon, and its deleterious effects on teenagers' mental health are well known. The present work argues the importance of self-regulatory capabilities under deviant peer pressure in preventing cyberbullying. In particular, focusing on two relevant risk factors, i.e., impulsivity and moral disengagement, we examine (1) the mediation role of moral disengagement in the process leading to cyberbullying from impulsivity; (2) the buffering effect of the perceived self-regulatory capability to resist deviant peer pressure in mitigating the effect of these impulsive and social-cognitive dimensions on cyberbullying. Moderated mediation analysis was performed on a sample of 856 adolescents; the results confirm that the perceived self-regulatory capability to resist peer pressure effectively mitigates the indirect effect of impulsivity through moral disengagement on cyberbullying. The practical implications of designing interventions to make adolescents more aware and self-regulated in their online social lives to counter cyberbullying are discussed.
Collapse
|
12
|
Minimizing responsibility in the aggressive dynamics of bullying and its impact on other strategies of moral disengagement: a longitudinal study. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-022-04229-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
AbstractNot assuming responsibility, or minimizing it, after committing an offence is one of the four moral disengagement strategies linked to the phenomenon of bullying described by the Social Cognitive Theory. However, to date, there has been no research into the role of the agent’s locus in this process and the mediating effect of bullying perpetration in the possible evolutionary sequencing of moral disengagement strategies. This study addresses both of these goals. A total of 1107 schoolchildren (54.7% girls; Mage = 14.49; SD = 0.789) were surveyed in a longitudinal study at three time points spaced six months apart. The results indicated that minimizing responsibility directly predicts both cognitive restructuring and distortion of consequences. They also confirmed that aggressive perpetration in bullying has a mediating effect on all three strategies. Nevertheless, this sequential dynamic does not include dehumanization, which was not directly linked to minimizing responsibility and was mediated by the perpetration of aggression in bullying. We discuss the extent to which minimizing responsibility is the first step in a temporal sequence of moral disengagement mechanisms that help maintain the aggressive dynamic in bullying, so that it stimulates the other mechanisms and incorporates the locus of the aggressive agent. These findings allow us to advance in our understanding of the ethical dimension (sensitivity and moral criteria) implicit in the phenomenon of unjustified aggressiveness known as bullying.
Collapse
|
13
|
The indirect association between moral disengagement and bystander behaviors in school bullying through motivation: Structural equation modelling and mediation analysis. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-022-09754-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
AbstractGuided by the social-cognitive theory and self-determination theory, this study examined whether moral disengagement is indirectly associated with pro-bullying, passive bystanding, and defending, mediated by autonomous motivation, introjected motivation, extrinsic motivation, and amotivation to defend victims of bullying among early adolescents. Participants were 901 upper elementary students from 43 school classes at 15 public schools in Sweden who completed a questionnaire in their classrooms. The results showed that students who were less inclined to morally disengage in peer bullying tended to be more autonomously motivated to take the victim’s side, which in turn was associated with greater defending and fewer pro-bullying behaviors. Introjected motivation to defend negatively mediated the association between moral disengagement and defending, and positively mediated moral disengagement’s associations with passive bystanding and pro-bullying behavior. Extrinsic motivation to defend mediated moral disengagement’s associations with passive bystanding and pro-bullying behavior. Finally, students who were more prone to morally disengage in peer bullying tended to be more amotivated to take the victim’s side, which in turn was associated with greater pro-bullying behavior and less defending.
Collapse
|
14
|
Yue X, Zhang Q. The association between peer rejection and aggression types: A meta-analysis. CHILD ABUSE & NEGLECT 2023; 135:105974. [PMID: 36521401 DOI: 10.1016/j.chiabu.2022.105974] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Revised: 11/12/2022] [Accepted: 11/17/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Although previous studies have assessed the association between peer rejection and aggression, the results are mixed. OBJECTIVE This article presents a meta-analysis of the association between peer rejection and aggression types (overt vs. relational) among children and adolescents. PARTICIPANTS AND SETTING A total of 61 eligible studies with 70 independent effect sizes were included in the analysis (45,966 participants, Mage = 10.34, SD = 3.13). METHODS First, random-effects meta-analyses were conducted to explore the association between peer rejection and aggression types (overt vs. relational). Next, moderation analyses were conducted based on the Q statistics for categorical variables (culture, reporting method of peer rejection, reporting method of aggression) and the meta-regression analyses for continuous variable (age). RESULTS Peer rejection was positively correlated with overall aggression (r = 0.42, 95 % CI [0.38, 0.47], p < 0.001), overt aggression (r = 0.46, 95 % CI [0.38, 0.54], p < 0.001) and relational aggression (r = 0.43, 95 % CI [0.35, 0.51], p < 0.001). This correlation was positive for each type when controlling for other form of aggression. Moderation analyses suggested that reporting method of aggression (self-report vs. peer-nomination vs. adult-report vs. observation), reporting method of peer rejection (self-report vs. peer-nomination vs. adult-report) and culture (collectivist vs. individualist) were moderators of the association between peer rejection and overall aggression. Culture moderated the association between peer rejection and overt aggression, while age moderated the association between peer rejection and relational aggression. CONCLUSIONS The findings showed a strong positive association between peer rejection and aggression, although this association varied by aggression type and other moderating variables.
Collapse
Affiliation(s)
- Xiao Yue
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest Area, Southwest University, Chongqing 400715, China; Department of Early Childhood Education in Faculty of Education, Southwest University, Chongqing 400715, China
| | - Qian Zhang
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest Area, Southwest University, Chongqing 400715, China; Department of Early Childhood Education in Faculty of Education, Southwest University, Chongqing 400715, China.
| |
Collapse
|
15
|
Luo A, Bussey K. Mediating role of moral disengagement in the perpetration of cyberbullying by victims and bystanders. J Adolesc 2022; 94:1142-1149. [PMID: 36131510 DOI: 10.1002/jad.12092] [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: 11/08/2021] [Revised: 08/30/2022] [Accepted: 08/30/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION Proliferation of internet use in adolescence has resulted in an increase in cyberbullying. Previous experiences of cyber victimization and cyber bystanding are commonly linked with cyberbullying perpetration, allowing the bullying cycle to persist. Moral disengagement is one factor that may facilitate victims and bystanders to later perpetrate cyberbullying. The process occurs through enlistment of justificatory strategies to enable individuals to perpetrate without feeling remorse. The present study investigates the potential role of moral disengagement in the perpetration of cyberbullying by victims and bystanders. METHODS Young people (N = 563, Mage = 13.52, SD = 1.04) recruited from Australian schools completed a cross-sectional self-report survey comprising of validated measures of moral disengagement, and involvement in cyberbullying across different roles (perpetration, victimization, and bystanding). RESULTS Findings indicated that moral disengagement significantly mediated the link between victimization and perpetration, and between bystanding and perpetration. Specifically, victims and bystanders engage in cyber perpetration through enlisting moral disengagement strategies. CONCLUSIONS Moral disengagement may, therefore, be one factor that mediates the association between cyber victimization and cyber bystanding, and cyber perpetration. Understanding mechanisms by which victims and bystanders engage in perpetration have implications for supporting victims and bystanders in antibullying strategies to minimize the occurrence of cyber perpetration.
Collapse
Affiliation(s)
- Aileen Luo
- Centre for Emotional Health, School of Psychological Sciences, Macquarie University, Sydney, New South Wales, Australia
| | - Kay Bussey
- Centre for Emotional Health, School of Psychological Sciences, Macquarie University, Sydney, New South Wales, Australia
| |
Collapse
|
16
|
Defending or not? The role of peer status, social self-efficacy, and moral disengagement on Chinese adolescents’ bystander behaviors in bullying situations. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04039-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
17
|
Zhang Z, Bian S, Zhao H, Qi C. Dark triad and cyber aggression among Chinese adolescents during COVID-19: A moderated mediation model. Front Psychol 2022; 13:1011123. [PMID: 36478940 PMCID: PMC9720140 DOI: 10.3389/fpsyg.2022.1011123] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 11/04/2022] [Indexed: 12/01/2023] Open
Abstract
During the COVID-19 pandemic, the use of online learning has become a necessary choice for students, and would increase the probability of cyber aggression (CA). Despite the relationship between Dark Triad and CA previous was explored in previous research, the underlying psychological mechanism of CA in adolescents is still unclear. The current study aimed to examine the mediating role of moral disengagement (MD) and the moderating of gender in the relationship between Dark Triad and CA. A sample consists of 501 Chinese adolescents (246 females; 255 males) between the ages of 11 ~ 20. Participants completed the Dirty Dozen Scale, Moral Disengagement Scale, and Cyber Aggressive Behavior Scale. Results show that higher levels of dark personality were associated with higher levels of MD and CA. Moral disengagement partially mediated this positive effects of dark personality on CA. Moreover, gender moderated the mediation model. Specially, the positive relationship between dark triad personality and CA was stronger among females adolescents. These findings advance the understanding of how dark triad personality induces Chinese adolescents' cyber aggressive behavior.
Collapse
Affiliation(s)
- Zhen Zhang
- Faculty of Education, Henan Normal University, Xinxiang, China
| | - Shengnan Bian
- Fang Cheng No.1 Senior Middle School, Nanyang, China
| | - Hui Zhao
- Faculty of Education, Henan Normal University, Xinxiang, China
| | - Chunhui Qi
- Faculty of Education, Henan Normal University, Xinxiang, China
| |
Collapse
|
18
|
Thornberg R, Pozzoli T, Gini G. Defending or Remaining Passive as a Bystander of School Bullying in Sweden: The Role of Moral Disengagement and Antibullying Class Norms. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP18666-NP18689. [PMID: 34376081 PMCID: PMC9554275 DOI: 10.1177/08862605211037427] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The overall aim of the present study was to examine whether moral disengagement and perceptions of antibullying class norms at individual level and at class level were associated with defending and passive bystanding in school bullying among school-age children. More specifically, we investigated the extent to which moral disengagement would contribute to explain defending and passive bystanding, after controlling for sex and perceptions of antibullying class norms at individual level and at class level. A total of 789 Swedish students (aged 10-14) from 40 middle school classes filled out a self-report survey. The findings revealed that girls and students who were less prone to morally disengage, and who perceived that their classmates endorsed more antibullying norms, were more likely to defend victimized peers. Students who were more inclined to morally disengage and perceive that classmates do not condemn bullying were more likely to act as passive bystanders. In addition, classes with higher levels of antibullying class norms were more likely to show higher rates of defending and lower rates of passive bystanding compared to the other classes. The findings suggest that schools and teachers need to develop educational strategies, methods, and efforts designed to make students aware of moral disengagement and to reduce their likelihood of morally disengaging in bullying situations. The present findings also point to the importance of teachers establishing class rules against bullying together with the students.
Collapse
|
19
|
Concha-Salgado A, Ramírez A, Pérez B, Pérez-Luco R, García-Cueto E. Moral Disengagement as a Self-Regulatory Cognitive Process of Transgressions: Psychometric Evidence of the Bandura Scale in Chilean Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191912249. [PMID: 36231567 PMCID: PMC9564850 DOI: 10.3390/ijerph191912249] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 08/06/2022] [Accepted: 08/09/2022] [Indexed: 06/01/2023]
Abstract
Moral disengagement is a process of cognitive restructuring that allows individuals to disassociate from their internal moral standards and behave unethically without feeling distressed. It has been described as a key predictor of maladaptive behaviors (e.g., delinquency, aggression, and cyberbullying) and as a mediator between individual variables and unethical outcomes (e.g., empathy and aggression). We aimed to provide evidence of validity based on the internal structure, reliability, and correlations with other constructs of the most used instrument to measure disengagement from moral self-sanctions: Bandura's Mechanisms of Moral Disengagement Scale (MMDS). A non-probabilistic national sample of 528 Chilean adolescents from 14 to 18 years participated in the study. The results showed that the 10-item version of the MMDS had a unidimensional structure and good internal consistency. As expected, the MMDS-10 showed positive and medium correlations with abusive, violent antisocial, and delinquent behaviors and negative and medium associations with prosocial behavior and empathy. Additionally, moral disengagement fully mediated the relationship between empathy and violent antisocial behavior, supporting the hypothesis on moral disengagement as a self-regulatory cognitive process. The results confirm previous research, and the findings are discussed in terms of their implications for reducing the use of moral disengagement strategies in adolescence.
Collapse
Affiliation(s)
| | - Angélica Ramírez
- Department of Psychology, Universidad de La Frontera, Temuco 4811322, Chile
- School of Psychology, Universidad de Las Américas, Santiago 7500975, Chile
| | - Beatriz Pérez
- Department of Psychology, Universidad de La Frontera, Temuco 4811322, Chile
- Department of Psychology, Universidad de Oviedo, 33003 Oviedo, Spain
| | - Ricardo Pérez-Luco
- Department of Psychology, Universidad de La Frontera, Temuco 4811322, Chile
| | | |
Collapse
|
20
|
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]
|
21
|
Ivaniushina V, Alexandrov D. School structure, bullying by teachers, moral disengagement, and students' aggression: A mediation model. Front Psychol 2022; 13:883750. [PMID: 36148094 PMCID: PMC9486699 DOI: 10.3389/fpsyg.2022.883750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 08/04/2022] [Indexed: 11/13/2022] Open
Abstract
Aim Understanding interrelations between the factors predicting students' aggressive behavior is a priority for bullying-prevention programs. Our study explores two possible mechanisms linking school disciplinary structure and students' aggression. We test students' moral disengagement and bullying by teachers as mediational pathways from school authoritative discipline to students' aggressive behavior. Methods We used a regionally representative sample of 213 schools that participated in a school climate survey in Kaluga Oblast (a federal subject of Russia) in 2019. The analytical sample contained the anonymous responses of 16,809 students from grades 6-9 (12-15 years old); 51% of the respondents were girls. The analytical procedure consisted of structural equation modeling (SEM), which was implemented in Mplus 8.7. Results The mediation model fit the data well, suggesting that the clarity and fairness of school rules negatively predicted peer aggression, while student moral disengagement and bullying by teachers independently and partially mediated this association. Conclusion We confirm that authoritative school climate, characterized by a clear and fair disciplinary structure, is associated with a decrease in bullying. Novel result is the evidence for mediating mechanisms and the influence of teachers' aggression on students' behavior. Prevention programs designed to increase the fairness and consistency of school rules, eliminate bullying and humiliation from teachers, and decrease students' moral disengagement may reduce violence and victimization at school.
Collapse
|
22
|
Perceived social competition and school bullying among adolescents: The mediating role of moral disengagement. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03515-y] [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]
|
23
|
How Is Virtuous Personality Trait Related to Online Deviant Behavior among Adolescent College Students in the Internet Environment? A Moderated Moderated-Mediation Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159528. [PMID: 35954885 PMCID: PMC9367728 DOI: 10.3390/ijerph19159528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/02/2022] [Revised: 07/29/2022] [Accepted: 07/31/2022] [Indexed: 11/16/2022]
Abstract
Online deviant behavior is a series of maladaptive behaviors that may have adverse effects on the physical and mental health of others and adolescents in the Internet environment. Previous studies have paid more attention to the risk factors of adolescent online deviant behavior. However, its protective factors and psychological mechanisms remain unclear. Thus, this study explored the protective effect of virtuous personality trait on adolescents’ online deviant behavior and its psychological mechanism. A total of 851 Chinese college students anonymously completed a series of questionnaires about virtuous personality trait, moral disengagement, perspective taking, and online deviant behavior. The findings showed the following: (1) Virtuous personality trait was negatively correlated with online deviant behavior. (2) Moral disengagement mediated the relationship between virtuous personality trait and online deviant behavior. (3) Perspective taking moderated the first half stage of the mediation model in which college students’ virtuous personality trait influences online deviant behavior via moral disengagement. (4) A moderated moderated-mediation analysis found that gender moderated the moderating effect of perspective taking on the relationship between virtuous personality trait and moral disengagement. This study is helpful to demonstrate the protective effect and psychological mechanism of virtuous personality trait on online deviant behavior. Some theoretical and practical significance and limitations were also analyzed and discussed.
Collapse
|
24
|
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.
Collapse
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
| |
Collapse
|
25
|
Tolmatcheff C, Galand B, Roskam I, Veenstra R. The effectiveness of moral disengagement and social norms as anti-bullying components: A randomized controlled trial. Child Dev 2022; 93:1873-1888. [PMID: 35876243 DOI: 10.1111/cdev.13828] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This three-armed randomized controlled trial examined how moral disengagement and social norms account for change in bullying behavior and their potential as targets of anti-bullying components within separate interventions among 1200 French-speaking Belgian elementary students (48% boys, 9-12 year-olds, 57 classes, nine schools) during 2018-2019 (no ethnicity data available). Mediation analysis revealed that students' moral disengagement successfully decreased (β = -.46), which, in turn, reduced both bullying (β = .33) and outsider behaviors (β = .20), and increased defending (β = -.10). Intervening on social norms decreased bullying (β = -.18), but not through the perceived injunctive class norm as intended. Guidelines to open the "black box" of anti-bullying programs and determine the cost-effectiveness ratio of their components are provided.
Collapse
Affiliation(s)
- Chloé Tolmatcheff
- Faculty of Psychology and Educational Sciences, University of Louvain, Louvain-la-Neuve, Belgium
| | - Benoit Galand
- Faculty of Psychology and Educational Sciences, University of Louvain, Louvain-la-Neuve, Belgium
| | - Isabelle Roskam
- Faculty of Psychology and Educational Sciences, University of Louvain, Louvain-la-Neuve, Belgium
| | - René Veenstra
- Department of Sociology, University of Groningen, Groningen, The Netherlands
| |
Collapse
|
26
|
The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers. SUSTAINABILITY 2022. [DOI: 10.3390/su14095575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor’s Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions.
Collapse
|
27
|
Esposito C, Spadari EM, Caravita SCS, Bacchini D. Profiles of Community Violence Exposure, Moral Disengagement, and Bullying Perpetration: Evidence from a Sample of Italian Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:5887-5913. [PMID: 35259316 DOI: 10.1177/08862605211067021] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
According to the Pathologic Adaptation Model of community violence exposure, repeated experiences of violence within the community lead youth to accept violence as a normative and legitimate strategy to cope with conflict, thus increasing their involvement in aggressive behaviors. This hypothesis has been under-investigated with reference to bullying at school. Using a person-centered analytical approach (latent profile analysis), this study examines the mediating role of moral disengagement as a type of normalizing cognition about violence, in the relationship between profiles of community violence exposure and perpetration of bullying. Eight hundred and two adolescents (11-18 years; 43.4% girls) from two different urban and societal contexts in Italy (Milan vs. Naples) participated in the study. Four profiles of exposure to community violence emerged. Context site and age influenced belonging to the four profiles. Being moderately exposed to violence, both as a victim and as a witness, was significantly associated with higher levels of moral disengagement and bullying perpetration. Being exposed as a witness and as a victim, and being exposed only as a witness were associated with bullying perpetration via the increase of moral disengagement. These findings support the Pathologic Adaptation Model and indicate that adolescents who experience higher levels of community violence, as a witness or both as a witness and a victim, are more likely to develop morally disengaged beliefs about violence, which in turn would increase the likelihood to perpetrate bullying. Results are also discussed in the context of social diversity.
Collapse
Affiliation(s)
| | | | - Simona C S Caravita
- 9371Catholic University of the Sacred Heart, Milan & Brescia, Italy
- 56627University of Stavanger, Stavanger, Norway
| | | |
Collapse
|
28
|
Gentile A, Milovanovic I, Pišot S, Bianco A, Lavanco G. Moral Disengagement in Youth Athletes: A Narrative Review. J Funct Morphol Kinesiol 2022; 7:jfmk7020033. [PMID: 35466268 PMCID: PMC9036237 DOI: 10.3390/jfmk7020033] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Revised: 04/05/2022] [Accepted: 04/14/2022] [Indexed: 11/16/2022] Open
Abstract
The sports environment can be considered as a context characterized by interactions typical of social groups, where children have the chance to learn good values. Positive and negative behaviours in sports, also called prosocial and antisocial behaviours, have been studied according to a moral perspective, as has doping behaviour, taking into consideration the concept of moral disengagement. Moral disengagement in children has been associated with maladaptive behaviours later in life, even though it should disappear with growth. Concerning the sports environment, previous reviews on the topic have extensively illustrated the role of moral variables in sport and their relation to antisocial behaviour and doping, positing some research questions that should be investigated in the future. Starting from these questions, the current narrative review aims to update literature about the effects of moral disengagement on youth athletes. Therefore, new studies about the predictors of moral disengagement are introduced, followed by contributions concerning the relationship between moral disengagement and doping and between moral disengagement and antisocial behaviour. Finally, the review summarizes which research questions have been solved in the last decade and which should be researched further on.
Collapse
Affiliation(s)
- Ambra Gentile
- Department of Psychology, Educational Sciences and Human Movement, University of Palermo, 90133 Palermo, Italy; (A.B.); (G.L.)
- Correspondence: ; Tel.: +39-09123896910
| | - Ivana Milovanovic
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia;
| | - Saša Pišot
- Institute for Kinesiology Research, Science and Research Centre Koper, 6000 Koper, Slovenia;
| | - Antonino Bianco
- Department of Psychology, Educational Sciences and Human Movement, University of Palermo, 90133 Palermo, Italy; (A.B.); (G.L.)
| | - Gioacchino Lavanco
- Department of Psychology, Educational Sciences and Human Movement, University of Palermo, 90133 Palermo, Italy; (A.B.); (G.L.)
| |
Collapse
|
29
|
Özdemir EZ, Bektaş M. Effects of parental attitude and proactive and reactive aggression on cyberbullying and victimization among secondary school students. Perspect Psychiatr Care 2022; 58:830-839. [PMID: 34003493 DOI: 10.1111/ppc.12856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 04/26/2021] [Accepted: 04/27/2021] [Indexed: 11/28/2022] Open
Abstract
PURPOSE To predict the effect of parental attitude and proactive and reactive aggression on the cyberbully, cyber victims, and cyberbully/victim among students aged 9-14 years. METHODS This study is a cross-sectional, correlational, and predictive study. The sample included 360 students. Data were collected with the "Adolescence Information Form," "Parental Attitude Scale," "Proactive-Reactive Aggression Scale," and "Cyberbully/Victim Questionnaire." Logistic regression analysis was used. FINDINGS This study was determined that proactive-reactive aggression and parental attitude predicted 30.3% of cyberbully/victim cases. Proactive aggression and Internet usage time are essential predictors of cyberbullying cases. PRACTICE IMPLICATIONS To protect and improve their children's health, children should be informed about cyberbullying, proactive-reactive aggression, and the duration of Internet use.
Collapse
Affiliation(s)
- Emine Z Özdemir
- Department of Pediatric Nursing, Dokuz Eylul University Faculty of Nursing, Izmir, Turkey
| | - Murat Bektaş
- Department of Pediatric Nursing, Dokuz Eylul University Faculty of Nursing, Izmir, Turkey
| |
Collapse
|
30
|
Wachs S, Bilz L, Wettstein A, Wright MF, Krause N, Ballaschk C, Kansok-Dusche J. The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2022; 25:223-229. [PMID: 35172113 DOI: 10.1089/cyber.2021.0159] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed.
Collapse
Affiliation(s)
- Sebastian Wachs
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany.,Institute of Education, National Anti-Bullying Research and Resource Centre, Dublin City University, Dublin, Ireland
| | - Ludwig Bilz
- Department of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, Cottbus, Germany
| | - Alexander Wettstein
- Institute for Research, Development and Evaluation, Bern University of Teacher Education, Bern, Switzerland
| | - Michelle F Wright
- Department of Psychology, Penn State University, University Park, Pennsylvania, USA.,Department of Psychology, DePaul University, Chicago, Illinois, USA
| | - Norman Krause
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Cindy Ballaschk
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Julia Kansok-Dusche
- Department of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, Cottbus, Germany
| |
Collapse
|
31
|
Tolmatcheff C, Galand B, Roskam I. Validation of the French version of the moral disengagement in bullying scale: Testing Bandura's conceptual model. J Sch Psychol 2022; 91:81-96. [DOI: 10.1016/j.jsp.2022.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 08/30/2021] [Accepted: 01/03/2022] [Indexed: 11/29/2022]
|
32
|
Gini G, Pozzoli T, Angelini F, Thornberg R, Demaray MK. Longitudinal associations of social-cognitive and moral correlates with defending in bullying. J Sch Psychol 2022; 91:146-159. [DOI: 10.1016/j.jsp.2022.01.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 09/27/2021] [Accepted: 01/14/2022] [Indexed: 10/19/2022]
|
33
|
Caravita SCS, Finne JN, Fandrem H. Two Dimensions of Moral Cognition as Correlates of Different Forms of Participation in Bullying. Front Psychol 2022; 12:768503. [PMID: 35250690 PMCID: PMC8896117 DOI: 10.3389/fpsyg.2021.768503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 12/07/2021] [Indexed: 11/13/2022] Open
Abstract
The present study investigated the extent to which moral disengagement and the tendency to consider moral rules as socio-conventional rules are distinct dimensions of morality, and their association with three different forms of participation in bullying (perpetrating bullying, defending the victim and passive bystander behavior). These two types of moral cognitions have been theorized in different models of morality and are usually studied independently, even if research on moral shifts (the interpretation of a moral rule transgression as a socio-conventional rule transgression) suggests some possible overlaps. A group of 276 Italian students from primary and middle school (aged 8–15) completed self-reports assessing moral disengagement, socio-conventional perception of moral rules, and participation in bullying as bully, defender of the victim and passive bystander. Results from structural equation modeling analysis confirmed that moral disengagement and socio-conventional comprehension of aggressions are separate and moderately connected morality dimensions. Controlling for age, gender and SES, only moral disengagement was positively associated with perpetrating bullying. These results point to moral disengagement as the critical component of moral cognitions to be addressed in interventions.
Collapse
Affiliation(s)
- Simona C. S. Caravita
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
- *Correspondence: Simona C. S. Caravita,
| | - Johannes N. Finne
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
| | - Hildegunn Fandrem
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
| |
Collapse
|
34
|
Maftei A, Holman AC, Merlici IA. Using fake news as means of cyber-bullying: The link with compulsive internet use and online moral disengagement. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2021.107032] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
|
35
|
Lo Cricchio MG, Stefanelli F, Palladino BE, Paciello M, Menesini E. Development and Validation of the Ethnic Moral Disengagement Scale. Front Psychol 2022; 12:756350. [PMID: 35111099 PMCID: PMC8801567 DOI: 10.3389/fpsyg.2021.756350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 12/10/2021] [Indexed: 11/23/2022] Open
Abstract
Research has underlined that moral disengagement processes, by which people switch off their moral values and act aggressively without experiencing guilt, are highly connected with contextual factors. However, research on situational variations in moral disengagement is limited, especially considering the associations with characteristics such as the ethnic origin of potential victims. The general aim of the present study was to develop a brief, specific measure of ethnic moral disengagement able to catch individual justification used in the case of ethnic bullying and cyberbullying, and test its validity and reliability. An eight items scale was developed and administered in study 1, in a sample of 961students attending several Italian high schools (53.5% female; Mage 15 years). Considering the results of the CFA, we modified one of the items and the scale was administered again, in a second sample of 1,229 students (49.9% female; Mage 15.62 years) in study 2. A one-factor model of ethnic moral disengagement fit the data well and internal consistency showed to be good. As an additional step, we found that the model was invariant across Italian adolescents and youths with a different ethnic or culture of origin (having at least one parent born abroad) strengthened our confidence regarding the factorial integrity of the scale. Last, the scale showed to be positively associated with ethnic bullying and cyberbullying. Generally, findings suggested that the Ethnic Moral Disengagement scale can be a useful tool for those interested in measuring moral disengagement and evaluating how it impacts bullying and cyberbullying of minority groups.
Collapse
Affiliation(s)
| | - Federica Stefanelli
- Department of Education, Languages, Intercultures, Literature and Psychology, University of Florence, Florence, Italy
- *Correspondence: Federica Stefanelli,
| | - Benedetta E. Palladino
- Department of Education, Languages, Intercultures, Literature and Psychology, University of Florence, Florence, Italy
| | | | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literature and Psychology, University of Florence, Florence, Italy
| |
Collapse
|
36
|
Zhao L, Yu J. A Meta-Analytic Review of Moral Disengagement and Cyberbullying. Front Psychol 2021; 12:681299. [PMID: 34916984 PMCID: PMC8669765 DOI: 10.3389/fpsyg.2021.681299] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Accepted: 11/02/2021] [Indexed: 11/23/2022] Open
Abstract
With the development of technology, cyberbullying prevalence rates are increasing worldwide, and a growing body of the literature has begun to document cyberbullying behavior. Moral disengagement is often considered a key correlate factor in cyberbullying. This article aims to conduct a meta-analysis review of the relationship between moral disengagement and cyberbullying and some psychosocial and cultural variables. Based on the PRISMA method, a random-effects meta-analysis is employed in this study to obtain reliable estimates of effect sizes and examine a range of moderators (age, gender, measure method, and cultural background). Relevant studies, published from 2005 to February 30, 2021, were identified through a systematic search of the Web of Science, ScienceDirect, SpringerLink, Pubmed, EBSCO, and Wiley Online Library. Finally, 38 studies (N=38,425) met the inclusion criteria. The meta-analysis conclusion demonstrated that moral disengagement positively correlated medium intensity with cyberbullying (r=0.341). Age, gender, and cultural background had moderated the relationship between moral disengagement and cyberbullying.
Collapse
Affiliation(s)
- Lijun Zhao
- Department of Psychology, School of Education Science, Liaocheng University, Liaocheng, China
| | - Junjian Yu
- Department of Psychology, School of Education Science, Liaocheng University, Liaocheng, China
| |
Collapse
|
37
|
Stability and change in longitudinal patterns of antisocial behaviors: The role of social and emotional competencies, empathy, and morality. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02484-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Abstract
Studies show that different types of antisocial behaviors share similar risk and protective factors related to particular social, emotional and moral competencies. Nevertheless, little is known about the longitudinal relation of social, emotional and moral competencies with patterns of antisocial behaviors in youth. The present study aimed to discover the longitudinal relations between social and emotional competencies, empathy, moral emotions, moral disengagement, and perceived moral disengagement induced by parents, and the patterns of antisocial behaviors and change in these patterns over time. A sample of 898 Spanish students aged between 9 and 17 was followed up for one year. Self-reported data were analyzed using latent transition analyses and multinomial regressions. Results showed that age, several mechanisms of moral disengagement, perceived parental moral disengagement induction, and several social and emotional competencies predicted offenders outside of school and highly antisocial and victimized patterns, including their stability over time. Moreover, males at early ages and perceived parental moral disengagement induction predicted the high bullying victimization pattern. Being a male, with high victim dehumanizing and blaming, predicted stability of the high bullying victimization pattern. Being a male, early ages, and low responsible decision-making predicted changes from the high bullying victimization pattern to the low antisocial pattern. Results are discussed emphasizing the need to conduct prevention and intervention programs from a comprehensive perspective promoting social, emotional and moral competencies. This study could have useful implications for prevention and intervention focused on decreasing risk and increasing protective factors.
Collapse
|
38
|
Bjärehed M. Individual and classroom collective moral disengagement in offline and online bullying: A short‐term multilevel growth model study. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22612] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Affiliation(s)
- Marlene Bjärehed
- Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
| |
Collapse
|
39
|
Gini G, Thornberg R, Bussey K, Angelini F, Pozzoli T. Longitudinal Links of Individual and Collective Morality with Adolescents' Peer Aggression. J Youth Adolesc 2021; 51:524-539. [PMID: 34661788 PMCID: PMC8881436 DOI: 10.1007/s10964-021-01518-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 10/03/2021] [Indexed: 11/29/2022]
Abstract
Adolescents' aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants completed self-report measures of moral identity, moral disengagement, perceived collective moral disengagement in the fall, and reactive and proactive aggression in the fall and in the spring. Multivariate multilevel analysis indicated that, at the individual level, after controlling for the stability of aggressive behavior, T2 (Time 2) reactive aggression was higher for students who reported lower moral identity and higher moral disengagement at T1 (Time 1). For proactive aggression, a significant interaction effect indicated that the negative association between T1 moral identity and T2 aggression was apparent only at high levels of T1 moral disengagement. Moreover, proactive aggression was significantly predicted by higher perceived collective moral disengagement. At the class-level, T1 collective moral disengagement helped explain between-class variability of T2 reactive and proactive aggressive behavior. How these results expand previous research on morality and aggressive behavior and their potential implications for prevention and intervention programs is discussed.
Collapse
Affiliation(s)
- Gianluca Gini
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Kay Bussey
- Department of Psychology, Macquarie University, Sydney, Australia
| | - Federica Angelini
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy
| | - Tiziana Pozzoli
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy
| |
Collapse
|
40
|
Falla D, Romera EM, Ortega-Ruiz R. Aggression, Moral Disengagement and Empathy. A Longitudinal Study Within the Interpersonal Dynamics of Bullying. Front Psychol 2021; 12:703468. [PMID: 34566782 PMCID: PMC8461074 DOI: 10.3389/fpsyg.2021.703468] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 08/18/2021] [Indexed: 12/30/2022] Open
Abstract
Moral disengagement and empathy have been linked to aggression in traditional bullying. A number of longitudinal studies have focused on how these variables predict aggressive behavior within the dynamics of bullying. However, no conclusive results have been produced as to whether aggressive behavior in bullying can predict lower levels of empathy, and to date, no studies have explored in depth the mediating role of moral disengagement strategies in this relationship, which is the aim of this study. A total of 1,810 students (51.0% girls; Mage = 14.50; SD = 1.05) completed a survey in three waves at 6-month intervals. The results showed that aggressive behavior in bullying at Time 1 was inversely related to affective and cognitive empathy at Time 3. Minimization of responsibility, distortion of consequences and dehumanizing mediated in the aggressive behavior exhibited by the bullying aggressors and in cognitive empathy, while cognitive restructuring and the distortion of consequences mediated in affective empathy. We discuss the impact on moral and emotional sensitivity of the continued aggression occurring in the interpersonal dynamics of bullying, as well as the relationship between certain strategies of moral disengagement and the different types of empathy. We also comment on the need to design intervention programs to address the lowering of moral criteria and empathy in young people and adolescents involved in traditional bullying.
Collapse
Affiliation(s)
- Daniel Falla
- Department of Psychology, Universidad de Cordoba, Cordoba, Spain
| | - Eva M Romera
- Department of Psychology, Universidad de Cordoba, Cordoba, Spain
| | | |
Collapse
|
41
|
Iannello NM, Camodeca M, Gelati C, Papotti N. Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship. Front Psychol 2021; 12:713081. [PMID: 34539514 PMCID: PMC8446265 DOI: 10.3389/fpsyg.2021.713081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 08/05/2021] [Indexed: 12/02/2022] Open
Abstract
The identification of factors associated with ethnic bullying within multiethnic schools is a timely social issue. Up to now, ethnic prejudice has been found to facilitate aggression triggered by schoolmates’ cultural background. Yet, there is still a dearth of research about the mechanisms underlying this relation among children. In order to fill this gap, by adopting a social-cognitive developmental perspective on prejudice and morality, this paper investigated the mediating role of moral disengagement in the association between ethnic prejudice and ethnic bullying, as well as the moderating role of closeness with the teacher. A mediation model and a moderated mediation model were applied to data collected from 552 primary school children aged 8–10years. Ethnic prejudice, ethnic bullying, and moral disengagement were assessed through self-reported questionnaires, whereas a questionnaire was administered to teachers to assess the level of closeness with their pupils. Results indicated that ethnic prejudice was directly and positively related to ethnic bullying and that moral disengagement partially mediated this association. This indirect link was particularly strong for children with low levels of closeness with their teachers, whereas it resulted not significant for pupils with high levels of closeness, suggesting that closeness with the teacher might restrain morally disengaged children from enacting ethnic bullying. Implications for research and practice aimed at reducing prejudice and moral disengagement, as well as at promoting positive relationships among children and between pupils and teachers, are discussed.
Collapse
Affiliation(s)
- Nicolò Maria Iannello
- Department of Languages and Literatures, Communication, Education, and Society, University of Udine, Udine, Italy
| | - Marina Camodeca
- Department of Languages and Literatures, Communication, Education, and Society, University of Udine, Udine, Italy
| | - Carmen Gelati
- Department of Psychology, University of Milano - Bicocca, Milan, Italy
| | - Noemi Papotti
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| |
Collapse
|
42
|
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]
|
43
|
Bjärehed M, Thornberg R, Wänström L, Gini G. Individual Moral Disengagement and Bullying Among Swedish Fifth Graders: The Role of Collective Moral Disengagement and Pro-Bullying Behavior Within Classrooms. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP9576-NP9600. [PMID: 31282237 DOI: 10.1177/0886260519860889] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
School bullying is a complex social and relational phenomenon with severe consequences for those involved. Most children view bullying as wrong and recognize its harmful consequences; nevertheless, it continues to be a persistent problem within schools. Previous research has shown that children's engagement in bullying perpetration can be influenced by multiple factors (e.g., different forms of cognitive distortions) and at different ecological levels (e.g., child, peer-group, school, and society). However, the complexity of school bullying warrants further investigation of the interplay between factors, at different levels. Grounded in social cognitive theory, which focuses on both cognitive factors and social processes, this study examined whether children's bullying perpetration was associated with moral disengagement at the child level and with collective moral disengagement and prevalence of pro-bullying behavior at the classroom level. Cross-level interactions were also tested to examine the effects of classroom-level variables on the association between children's tendency to morally disengage and bullying perpetration. The study's analyses were based on cross-sectional self-report questionnaire data from 1,577 Swedish fifth-grade children from 105 classrooms (53.5% girls; Mage = 11.3, SD = 0.3). Multilevel modeling techniques were used to analyze the data. The results showed that bullying perpetration was positively associated with moral disengagement at the child level and with collective moral disengagement and pro-bullying behavior at the classroom level. Furthermore, the effect of individual moral disengagement on bullying was stronger for children in classrooms with higher levels of pro-bullying behaviors. These findings further support the argument that both moral processes and behaviors within classrooms, such as collective moral disengagement and pro-bullying behavior, need to be addressed in schools' preventive work against bullying.
Collapse
|
44
|
Mazzone A, Yanagida T, Camodeca M, Strohmeier D. Information processing of social exclusion: Links with bullying, moral disengagement and guilt. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101292] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
45
|
Montero-Carretero C, Pastor D, Santos-Rosa FJ, Cervelló E. School Climate, Moral Disengagement and, Empathy as Predictors of Bullying in Adolescents. Front Psychol 2021; 12:656775. [PMID: 34017289 PMCID: PMC8130479 DOI: 10.3389/fpsyg.2021.656775] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 04/06/2021] [Indexed: 11/13/2022] Open
Abstract
Our work aimed to study the relationships between different dimensions of school climate, moral disengagement, empathy, and bullying behaviors (perpetration and victimization). The study sample consisted of 629 students (304 boys and 325 girls) aged 12–14 years (M = 12.55, SD = 0.67). Results showed how different dimensions of school climate predicted moral disengagement, empathy, and victimization, and these, in turn, predicted bullying perpetration. The results show the need to generate favorable educational environments to reduce the levels of moral disengagement and victimization and to increase empathy in students as a strategy to prevent negative consequences related to bullying.
Collapse
Affiliation(s)
- Carlos Montero-Carretero
- Sports Research Centre (Department of Sport Sciences), University Miguel Hernández of Elche, Elche, Spain
| | - Diego Pastor
- Sports Research Centre (Department of Sport Sciences), University Miguel Hernández of Elche, Elche, Spain
| | | | - Eduardo Cervelló
- Sports Research Centre (Department of Sport Sciences), University Miguel Hernández of Elche, Elche, Spain
| |
Collapse
|
46
|
Zhang Y, Chen C, Teng Z, Guo C. Parenting Style and Cyber-Aggression in Chinese Youth: The Role of Moral Disengagement and Moral Identity. Front Psychol 2021; 12:621878. [PMID: 33679537 PMCID: PMC7933004 DOI: 10.3389/fpsyg.2021.621878] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 01/27/2021] [Indexed: 11/28/2022] Open
Abstract
Previous research has shown that parenting style is intricately linked to cyber-aggression. However, the underlying mechanisms of this relationship remain unclear, especially among young adults. Guided by the social cognitive theory and the ecological system theory, this study aimed to examine the effect of parenting style on cyber-aggression, the potential mediating role of moral disengagement, and the moderating role of moral identity in this relationship. Participants comprised 1,796 Chinese college students who anonymously completed questionnaires on parenting style, moral disengagement, moral identity, cyber-aggression, and demographic variables. After controlling for sex and age, parental rejection and over-protection were positively related to cyber-aggression; however, parental emotional warmth was non-significantly related to cyber-aggression. Mediation analysis revealed that parenting style was related to cyber-aggressive behavior through moral disengagement. Moderated mediation analysis further indicated that the indirect effect of parenting style on cyber-aggression was much stronger in college students with higher moral identity. The study carries important practical implications for parents and educators concerned about the destructive consequences of cyber-aggression.
Collapse
Affiliation(s)
- Yizhi Zhang
- The Lab of Mental Health and Social Adaptation, Faculty of Psychology, Southwest University, Chongqing, China
| | - Cheng Chen
- The Lab of Mental Health and Social Adaptation, Faculty of Psychology, Southwest University, Chongqing, China
| | - Zhaojun Teng
- The Lab of Mental Health and Social Adaptation, Faculty of Psychology, Southwest University, Chongqing, China
| | - Cheng Guo
- The Lab of Mental Health and Social Adaptation, Faculty of Psychology, Southwest University, Chongqing, China
| |
Collapse
|
47
|
When Are Sexist Attitudes Risk Factors for Dating Aggression? The Role of Moral Disengagement in Spanish Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041947. [PMID: 33671350 PMCID: PMC7922842 DOI: 10.3390/ijerph18041947] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 02/11/2021] [Accepted: 02/13/2021] [Indexed: 12/19/2022]
Abstract
This research aimed to explore the interplay of sexism and moral disengagement (MD) in the explanation of psychological and physical dating aggression. The sample comprised 1113 Spanish adolescents (49.2% girls, n = 552) between the ages of 12 to 17 (M = 14.44). A latent profile analysis conducted with sub-sample of 432 adolescents with sentimental experience identified four configurations: (1) benevolent; (2) less disengaged and sexist; (3) highly disengaged and sexist; and (4) moderately disengaged and sexist. Regarding gender and age, boys were more present than girls in the moderately disengaged and sexist group, as well as in the highly disengaged and sexist profile. The highly disengaged and sexist and benevolent groups were the youngest. Regarding dating aggression, the highly disengaged and sexist group had the highest engagement in physical and psychological aggression. However, the others three profiles showed a similar engagement in aggression. These findings confirmed the moderating role of MD on the relationship between sexism and dating aggression and suggested that the association between MD, sexism, and dating aggression was exponential; that is, the risk appeared when adolescents were extremely hostile and disengaged. The results have implications for the design of tailored dating aggression prevention programmes.
Collapse
|
48
|
Bjärehed M, Thornberg R, Wänström L, Gini G. Moral disengagement and verbal bullying in early adolescence: A three-year longitudinal study. J Sch Psychol 2021; 84:63-73. [PMID: 33581771 DOI: 10.1016/j.jsp.2020.08.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 04/09/2020] [Accepted: 08/22/2020] [Indexed: 12/13/2022]
Abstract
This three-year longitudinal study examined both within- and between-person effects of moral disengagement on verbal bullying perpetration in early adolescence. Data came from the first four waves (T1-T4, Grades 4 to 7) of an ongoing longitudinal project examining social and moral correlates of bullying in Swedish schools. Participants included 2432 Swedish early adolescents (52% girls; Mage at T1 = 10.55 years). Students completed self-report measures of verbal bullying perpetration and moral disengagement. Results of a multilevel growth model showed that verbal bullying increased over time (regression coefficient for Grade was b = 0.04, SE = 0.01, p < .001). Additionally, the verbal bullying trajectories of participants with higher average levels of MD were higher (regression coefficient for MD¯ was b = 0.28, SE = 0.02, p < .001) and steeper (regression coefficient for the Grade ×MD¯ interaction was b = 0.02, SE = 0.01, p = .018), indicating that these students scored higher on verbal bullying in general and increased more in verbal bullying over time, compared to students with lower levels of average MD. Variations around one's own mean of MD over time was also significantly associated with concurrent changes in verbal bullying (regression coefficient for time-varying MD was b = 0.21, SE = 0.01, p < .001).
Collapse
Affiliation(s)
- Marlene Bjärehed
- Department of Behavioural Sciences and Learning, Linköping University, Sweden.
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - Linda Wänström
- Department of Computer and Information Science, Linköping University, Sweden
| | - Gianluca Gini
- Department of Developmental and Social Psychology, University of Padova, Italy
| |
Collapse
|
49
|
Machackova H. Bystander reactions to cyberbullying and cyberaggression: individual, contextual, and social factors. Curr Opin Psychol 2020; 36:130-134. [DOI: 10.1016/j.copsyc.2020.06.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 06/04/2020] [Accepted: 06/05/2020] [Indexed: 10/24/2022]
|
50
|
Bowman ND, Ahn SJ, Mercer Kollar LM. The Paradox of Interactive Media: The Potential for Video Games and Virtual Reality as Tools for Violence Prevention. FRONTIERS IN COMMUNICATION 2020; 5:10.3389/fcomm.2020.580965. [PMID: 33898555 PMCID: PMC8064736 DOI: 10.3389/fcomm.2020.580965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Interactive media such as video games and virtual reality (VR) provide users with lived experiences that may be dangerous or even impossible in daily life. By providing interactive experiences in highly authentic, detail-rich contexts, these technologies have demonstrated measurable success in impacting how people think, feel, and behave in the physical world. At the same time, violent interactive media content has been historically connected with a range of antisocial effects in both popular press and academic research. Extant literature has established a small-but-statistically significant effect of interactive media violence on aggressive thoughts and behaviors, which could serve as a risk factor for interpersonal violence. However, left unexplored is the seemingly paradoxical claim that under some conditions, interactive media experiences might protect against interpersonal violence. Drawing on advances in media theory and research and the evolution of interactive media content and production practices, the current manuscript suggests ways in which interactive media violence may be leveraged to lower the likelihood of real-world violence experiences. For example, research on both violent and non-violent games has found that players can (a) express guilt after committing violent acts, (b) report reflective and introspective emotional reactions during gameplay, and (c) debate the morality of their actions with others. Regarding VR, studies have demonstrated that (a) witnessing physical violence in immersive spaces led participants to take the perspective of victims and better understand their emotional state and (b) controlled exposure to traumatic or violent events can be used for treatment. Broadly, studies into video games and VR demonstrate that the impact of actions in virtual worlds transfer into the physical worlds to influence (later) attitudes and behaviors. Thus, how these experiences may be potentially harnessed for social change is a compelling and open consideration, as are side-effects of such interventions on vulnerable groups. The current manuscript summarizes emerging research perspectives (as well as their limitations) to offer insight into the potential for interactive media violence to protect against real-world violence victimization and perpetration.
Collapse
Affiliation(s)
- Nicholas David Bowman
- College of Media and Communication, Texas Tech University,
Lubbock, TX, United States
| | - Sun Joo Ahn
- Grady College of Journalism and Mass Communication,
University of Georgia, Athens, GA, United States
| | - Laura M. Mercer Kollar
- Division of Violence Prevention, National Center for Injury
Prevention and Control, Centers for Disease Control and Prevention, Atlanta, GA,
United States
| |
Collapse
|