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Memmott-Elison MK, Toseeb U. Prosocial behavior and psychopathology: An 11-year longitudinal study of inter- and intraindividual reciprocal relations across childhood and adolescence. Dev Psychopathol 2023; 35:1982-1996. [PMID: 35957579 DOI: 10.1017/s0954579422000657] [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] [Indexed: 11/07/2022]
Abstract
The current study investigated whether prosocial behavior and emotional problems, peer problems, conduct problems, and hyperactivity and inattention problems were long-term longitudinally and bidirectionally related at inter- and or intra-individual levels from early childhood through mid-adolescence. Parents in the United Kingdom reported their child's prosocial behavior and multidimensional psychopathology at ages 3, 5, 7, 11, and 14 years (N = 16,984, 51% male, 83% White). Four random intercepts cross-lagged panel models were fitted. Higher levels of earlier prosocial behavior were associated with greater than expected decrements in psychopathology. At an intraindividual, within-person level, prosocial behavior was negatively bidirectionally associated with peer, conduct, and hyperactivity and inattention problems. Also at an intraindividual, within-person level, prosocial behavior was unidirectionally protective against emotional problems. At an interindividual level, prosocial behavior and each dimension of psychopathology were negatively associated. Therefore, engaging in prosocial behavior can reduce psychopathological symptoms over time (and vice versa), and youth who are more prosocial also tend to experience fewer psychopathological symptoms. Intraindividual associations were small while interindividual associations were moderate to large. Implications for theory, future research, and evidence-based interventions are discussed.
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Affiliation(s)
- Madison K Memmott-Elison
- Department of Education, School, and Counseling Psychology, University of Missouri, Columbia, MO, USA
| | - Umar Toseeb
- Department of Education, University of York, York, UK
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Esposito C, Spadari EM, Caravita SCS, Bacchini D. Profiles of Community Violence Exposure, Moral Disengagement, and Bullying Perpetration: Evidence from a Sample of Italian Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:5887-5913. [PMID: 35259316 DOI: 10.1177/08862605211067021] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
According to the Pathologic Adaptation Model of community violence exposure, repeated experiences of violence within the community lead youth to accept violence as a normative and legitimate strategy to cope with conflict, thus increasing their involvement in aggressive behaviors. This hypothesis has been under-investigated with reference to bullying at school. Using a person-centered analytical approach (latent profile analysis), this study examines the mediating role of moral disengagement as a type of normalizing cognition about violence, in the relationship between profiles of community violence exposure and perpetration of bullying. Eight hundred and two adolescents (11-18 years; 43.4% girls) from two different urban and societal contexts in Italy (Milan vs. Naples) participated in the study. Four profiles of exposure to community violence emerged. Context site and age influenced belonging to the four profiles. Being moderately exposed to violence, both as a victim and as a witness, was significantly associated with higher levels of moral disengagement and bullying perpetration. Being exposed as a witness and as a victim, and being exposed only as a witness were associated with bullying perpetration via the increase of moral disengagement. These findings support the Pathologic Adaptation Model and indicate that adolescents who experience higher levels of community violence, as a witness or both as a witness and a victim, are more likely to develop morally disengaged beliefs about violence, which in turn would increase the likelihood to perpetrate bullying. Results are also discussed in the context of social diversity.
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Affiliation(s)
| | | | - Simona C S Caravita
- 9371Catholic University of the Sacred Heart, Milan & Brescia, Italy
- 56627University of Stavanger, Stavanger, Norway
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Schipper N, Koglin U. Callous-unemotional Traits, moralische Identität und Bullying im Jugendalter. KINDHEIT UND ENTWICKLUNG 2021. [DOI: 10.1026/0942-5403/a000334] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Zusammenfassung. Theoretischer Hintergrund: Die Rolle der Moral im Kontext pro- und antisozialer Verhaltensweisen wird sowohl national als auch international diskutiert. Im Zusammenhang mit antisozialen Verhaltensweisen von Jugendlichen werden zudem vermehrt Callous-unemotional Traits betrachtet. Fragestellung: Die vorliegende Studie untersucht den Zusammenhang zwischen CU-Traits, der moralischen Identität und Bullying. Methode: Insgesamt bearbeiteten N = 749 Jugendliche einen Fragebogenkatalog. SPSS und AMOS wurden zur Analyse der vorliegenden Daten genutzt. Ergebnisse: Die Ergebnisse zeigen direkte Effekte von Callousness, Uncaring und der moralischen Identität auf Bullying. Die Skalen Uncaring und Callousness zeigen einen Zusammenhang mit moralischer Identität und Bullying. Diskussion und Schlussfolgerung: Die Ergebnisse deuten an, dass die moralische Identität und die damit einhergehende moralische Entwicklung wichtige Prädiktoren für das Verhalten von Jugendlichen sind.
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Affiliation(s)
- Neele Schipper
- Institut für Sonder- und Rehabilitationspädagogik, Carl von Ossietzky Universität Oldenburg
| | - Ute Koglin
- Institut für Sonder- und Rehabilitationspädagogik, Carl von Ossietzky Universität Oldenburg
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Gutzwiller-Helfenfinger E, Perren S. Tempted to join in or not? Moral temptation and self-reported behaviour in bullying situations. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:98-124. [PMID: 32902898 DOI: 10.1111/bjdp.12348] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2020] [Revised: 08/02/2020] [Indexed: 11/29/2022]
Abstract
We investigate the relationship between adolescents' construction of a transgression relating to a hypothetical temptation and bystander behaviour and bullying (offline and online). A total of 331 Swiss eighth graders completed an electronic questionnaire on bystanding, bullying, moral disengagement, and empathy. Moral functioning was assessed in a hypothetical scenario, using different moral judgements (deontic and self-judgement, judging the transgression; paper-and-pencil measure). Cluster analyses were used to identify patterns of moral functioning. For the open situation (deontic and self-judgement), happy transgressors, happy moralists, ashamed moralists, and indifferent moralists were differentiated, and for the transgression (accomplished deed) moralists and happy opportunists. The analyses yielded significant differences between the different cluster groups. Happy transgressors (open situation) reported higher levels of assisting the bullying than unconcerned moralists. Happy transgressors also reported lower levels of helping than ashamed and happy moralists. Opportunists (accomplished deed) reported higher levels of assisting the bullying, offline bullying, and lower levels of helping the victim. The multivariate GEE analyses showed that happy transgressors reported higher levels of assisting the bully and online bullying than the moralist groups (open situation). The study shows that adolescents who construct a favourable interpretation of yielding to temptation in a hypothetical scenario displayed higher levels of both assisting the bully and online bullying, emphasizing the need for incorporating targeted moral education in bullying prevention.
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Affiliation(s)
| | - Sonja Perren
- Thurgau University of Teacher Education, Kreuzlingen, Switzerland.,University of Konstanz, Germany
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Defend, Stand By, or Join In?: The Relative Influence of Moral Identity, Moral Judgment, and Social Self-Efficacy on Adolescents' Bystander Behaviors in Bullying Situations. J Youth Adolesc 2019; 48:2051-2064. [PMID: 31444690 DOI: 10.1007/s10964-019-01089-w] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2018] [Accepted: 07/22/2019] [Indexed: 12/30/2022]
Abstract
In bullying situations, adolescent bystanders may help bullied others, just stand by, or join in the antisocial behavior. Current studies have yet to fully examine the moral and social factors motivating these varied responses to bullying encounters. Extending from pertinent developmental theories, the present study investigated the relative contributions of moral identity (i.e., viewing moral qualities as central to the self), moral judgment, and social self-efficacy to adolescents' bystander behaviors vis-à-vis bullies. Also investigated were the interactions among these variables. Three hundred and thirty-seven adolescents (M age = 13 years, 56.1% female) who self-identified as Caucasian (90.2%), Hispanic-American (2.1%), Asian-American (0.9%), African-American (3.9%), or Other/Unknown (2.9%) participated in the study. Students completed questionnaires assessing moral identity, moral judgment, social self-efficacy, and how they would respond if they observed a peer being bullied. Moral identity predicted more prosocial action, particularly for adolescents high in social self-efficacy. Moral identity related positively to moral judgment, and both predicted less antisocial (joining in) behavior. Interestingly, moral judgment maturity primarily diminished antisocial behavior when moral identity was relatively low. Social self-efficacy predicted less passive bystanding. Overall, moral identity strongly relates to defending behavior, and-as does moral judgment maturity-predicts less antisocial behavior among bystanders.
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Killer B, Bussey K, Hawes DJ, Hunt C. A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggress Behav 2019; 45:450-462. [PMID: 30900277 DOI: 10.1002/ab.21833] [Citation(s) in RCA: 56] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 02/26/2019] [Accepted: 03/08/2019] [Indexed: 12/31/2022]
Abstract
Over the last several years, researchers have become increasingly interested in the influence of moral factors on bullying behaviors. This is the first meta-analytic review to exclusively examine the relationship between moral disengagement (MD) and the key bullying roles of bully, victim, defender, and bystander. Forty-seven independent samples examining a total of 43,809 children/adolescents (aged 7-19) were included in this meta-analysis. Results indicated a positive relationship between MD and bullying (r = 0.31; 95% CI [0.27, 0.34]), MD and victimization (r = 0.08; 95% CI [0.05, 0.12]), and a negative relationship between MD and defending (r = -0.11; 95% CI [-0.17, -0.04]). No significant relationship was found for MD and bystanding behavior. Moderators of bullying type (traditional vs. cyberbullying), reporting type (self vs. peer report), age, and gender were included in the analyses. The results are discussed in the context of relevant literature with particular emphasis on the importance of distinguishing between guilty and unconcerned bystanders, and the significant overlap between bullying and victimization in the cyber context.
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Affiliation(s)
- Brittany Killer
- School of PsychologyThe University of SydneySydney New South Wales Australia
| | - Kay Bussey
- Department of PsychologyMacquarie UniversitySydney New South Wales Australia
| | - David J Hawes
- School of PsychologyThe University of SydneySydney New South Wales Australia
| | - Caroline Hunt
- School of PsychologyThe University of SydneySydney New South Wales Australia
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Shek DTL, Zhu X. Reciprocal Relationships Between Moral Competence and Externalizing Behavior in Junior Secondary Students: A Longitudinal Study in Hong Kong. Front Psychol 2019; 10:528. [PMID: 30894835 PMCID: PMC6414454 DOI: 10.3389/fpsyg.2019.00528] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Accepted: 02/22/2019] [Indexed: 11/13/2022] Open
Abstract
Defining moral competence using a virtue approach, this longitudinal study examined the prospective relationships between moral competence and externalizing behavior indexed by delinquency and intention to engage in problem behavior in a large and representative sample of Hong Kong Chinese adolescents. Starting from the 2009-2010 academic year, Grade 7 students in 28 randomly selected secondary schools in Hong Kong were invited to join a longitudinal study, which surveyed participating students annually during the high school years. The current study used data collected in the first 3 years (Wave 1 to Wave 3) across junior secondary school stage (Grades 7-9) with a sample of 3,328 students (Age = 12.59 ± 0.74 years and 52.1% boys at Wave 1). Cross-lagged panel path analyses were conducted to compare four models involving different hypothesized patterns of relationships between moral competence and externalizing behavior. Results revealed that the reciprocal effects model best fit the data, supporting reciprocal causal relationships between moral competence and externalizing behavior measures. Specifically, a higher level of moral competence significantly predicted a lower level of delinquency and problem behavioral intention over time. At the same time, a higher level of externalizing behavior also significantly predicted a lower level of moral competence 1 year later. As the magnitudes of the significant findings were not high, replications in different Chinese communities are needed. Nevertheless, the present findings provide important theoretical insights on how moral competence and externalizing behavior in adolescents are associated with each other. Practically speaking, the findings suggest that it is promising to reduce adolescent externalizing behavior by promoting their virtues through moral education programs, and guiding adolescents to behave in a good manner would help promote the development of their virtues.
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Affiliation(s)
- Daniel T L Shek
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Xiaoqin Zhu
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
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Doehne M, von Grundherr M, Schäfer M. Peer influence in bullying: The autonomy-enhancing effect of moral competence. Aggress Behav 2018; 44:591-600. [PMID: 30069887 DOI: 10.1002/ab.21784] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Revised: 05/28/2018] [Accepted: 05/29/2018] [Indexed: 11/09/2022]
Abstract
Research has found that moral competence is negatively associated with bullying behavior in schools, but the drivers of this association are not yet well understood. In this paper, we report on two studies which suggest that moral competence acts as a moderator of peer influence in the context of school bullying. Data were collected at two time points in three German higher secondary schools (grades 7-10, average age at measurement: 14.26 years). Using a cross-lagged panel design (CLPD), study 1 (N = 251) found adolescents with low moral competence to be susceptible to peer influence, while no such effect was found for adolescents with high moral competence. Study 2, a cross-sectional analysis (N = 748), found moral competence to be inversely related to the likelihood of an individual's conforming with the pro-bullying behavior of his or her peers. Neither study found corresponding effects for pro-social, defending behavior. Our findings further illuminate the associations between moral competence, peer influence, and school bullying. Some implications for bullying prevention are discussed.
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Affiliation(s)
- Malte Doehne
- LMU Munich; Munich Center for Mathematical Philosophy; Munich Germany
- Department of Sociology; University of Zürich; Zürich Switzerland
| | - Michael von Grundherr
- LMU Munich; Research Center for Neurophilosophy and Ethics of Neuroscience; Munich Germany
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