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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.
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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
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2
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Bjärehed M, Sjögren B, Thornberg R, Gini G, Pozzoli T. A short-term longitudinal study on the development of moral disengagement among schoolchildren: the role of collective moral disengagement, authoritative teaching, and student-teacher relationship quality. Front Psychol 2024; 15:1381015. [PMID: 38751766 PMCID: PMC11095254 DOI: 10.3389/fpsyg.2024.1381015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Accepted: 04/09/2024] [Indexed: 05/18/2024] Open
Abstract
The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.
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Affiliation(s)
- Marlene Bjärehed
- Department of Primary Teacher Education, Kristianstad University, Kristianstad, Sweden
| | - Björn Sjögren
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Gianluca Gini
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
| | - Tiziana Pozzoli
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
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3
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Thornberg R. Longitudinal link between moral disengagement and bullying among children and adolescents: A systematic review. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1080/17405629.2023.2191945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/22/2023]
Affiliation(s)
- Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linkoping, Sweden
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Gómez AS, Durán N. Association between Callous-Unemotional Traits, Empathy, and Moral Disengagement Mechanisms in Juvenile Offenders. ANUARIO DE PSICOLOGÍA JURÍDICA 2023. [DOI: 10.5093/apj2023a7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/15/2023] Open
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5
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Magalhães E, Graça J, Antunes C, Ferreira C, Pinheiro M. Why Are Men More Likely to Endorse Myths About Child Sexual Abuse Than Women? Evidence From Disposition and Situation-Based Approaches. CHILD MALTREATMENT 2022; 27:356-365. [PMID: 33467901 DOI: 10.1177/1077559520988353] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Research on attitudes toward Child Sexual Abuse (CSA) consistently shows that men are more likely to endorse myths about CSA events, victims and perpetrators, compared to women. Here we present two studies that examine why these gender differences occur. Study one (N = 439) followed a dispositional approach to test the mediating role of empathy, social dominance orientation (SDO) and propensity for moral disengagement in the association between gender and the endorsement of CSA myths. Male participants showed higher levels of SDO and propensity for moral disengagement, and lower empathy, which in turn were associated with greater CSA myths acceptance. Study two (N = 360) followed a situational approach to test these processes using a specific case of CSA. Male participants showed higher levels of SDO and lower empathy, which in turn were associated with lower scores of perceived assault seriousness, victim credibility, perpetrator culpability, and greater victim culpability. Overall, the results suggest that men and women may appraise CSA differently, which can be partly explained by differences in SDO, propensity to morally disengage, and empathy. Furthermore, different cognitive mechanisms may be activated with regard to general appraisals of CSA compared to specific cases of CSA.
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Affiliation(s)
- Eunice Magalhães
- Instituto Universitário de Lisboa (ISCTE-IUL), Cis-IUL, Lisbon, Portugal
| | - João Graça
- Instituto Universitário de Lisboa (ISCTE-IUL), Cis-IUL, Lisbon, Portugal
- Instituto de Ciências Sociais da Universidade de Lisboa, Lisbon, Portugal
- Center for Language and Cognition Groningen (CLCG), Groningen, the Netherlands
| | - Carla Antunes
- Universidade Lusófona do Porto, HEI-LAB, Oporto, Portugal
| | - Célia Ferreira
- Universidade Lusófona do Porto, HEI-LAB, Oporto, Portugal
| | - Micaela Pinheiro
- Instituto Universitário de Lisboa (ISCTE-IUL), Cis-IUL, Lisbon, Portugal
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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.
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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
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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
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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.
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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
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Gómez Tabares AS, Landinez-Martínez DA. Moral disengagement mechanisms and its relationship with aggression and bullying behaviour among school children and youth at psychosocial risk. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2021. [DOI: 10.1080/13632752.2021.1945801] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Daniel Alfredo Landinez-Martínez
- Department of Psychology, Catholic University Luis Amigó, Colombia
- Faculty of Medicine, Universidad De Manizales, Manizales, Colombia
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Bjärehed M, Thornberg R, Wänström L, Gini G. Moral disengagement and verbal bullying in early adolescence: A three-year longitudinal study. J Sch Psychol 2021; 84:63-73. [PMID: 33581771 DOI: 10.1016/j.jsp.2020.08.006] [Citation(s) in RCA: 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).
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Affiliation(s)
- Marlene Bjärehed
- Department of Behavioural Sciences and Learning, Linköping University, Sweden.
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - Linda Wänström
- Department of Computer and Information Science, Linköping University, Sweden
| | - Gianluca Gini
- Department of Developmental and Social Psychology, University of Padova, Italy
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11
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Grigore AN, Maftei A. Exploring the Mediating Roles of State and Trait Anxiety on the Relationship between Middle Adolescents' Cyberbullying and Depression. CHILDREN-BASEL 2020; 7:children7110240. [PMID: 33228089 PMCID: PMC7699363 DOI: 10.3390/children7110240] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Revised: 11/07/2020] [Accepted: 11/18/2020] [Indexed: 11/16/2022]
Abstract
Cyberbullying is a global problem with significant negative implications, especially among more vulnerable populations, such as adolescents. Previous research suggested that cyberbullying is significantly associated with depression, and anxiety seems to partially or fully mediate this relationship. We aimed to investigate the prevalence and the relationships between cyberbullying status (i.e., cyberbully, cyber victim, double role, or non-cyber), gender, and age. We also explored the mediating roles of state and trait anxiety on the relationship between adolescents' cyberbullying victimization, cyber-aggressiveness, and depression. Our sample consisted of 501 middle adolescents aged from 12 to 15 years (M = 14.00; SD = 0.80; 51.1% males). The results suggested no significant associations between participants' status, gender, or age. Mediation analyses suggested that the relationship between cyber-victimization, cyber-aggressiveness, and depression was mediated by state anxiety and not trait anxiety. We discuss the implications of the current findings in understanding cyberbullying's psychological consequences and their relevant practical implications for prevention and intervention programs.
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Méndez I, Liccardi G, Ruiz-Esteban C. Mechanisms of Moral Disengagement Used to Justify School Violence in Sicilian Primary School. Eur J Investig Health Psychol Educ 2020; 10:682-690. [PMID: 34542504 PMCID: PMC8314290 DOI: 10.3390/ejihpe10030050] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 06/24/2020] [Accepted: 06/25/2020] [Indexed: 01/21/2023] Open
Abstract
This study investigated the mechanisms of moral disengagement most commonly used to justify school violence in Sicilian primary school. The main objective of this study was to analyze the mechanisms of moral disengagement that are set in motion by those involved in situations of school violence (victims, aggressors, and bystanders) in Sicilian primary school. Likewise, the differences by gender and age are investigated. A total of 113 subjects in primary school were recruited (56.6% girls). The ages ranged from 8 to 11 (M = 9.56, SD = 0.99). The first scale used was the Bullying Inventory by Olweus (1993) in the Italian translation by Genta, Menesini, Fonzi, Costabile, and Smith (1996) and the questionnaire on moral disengagement developed by Caprara, Barbaranelli, Vicino, and Bandura (1996) is also used. The regression analysis showed that the sociodemographic variables and the mechanisms of moral disengagement are different depending on a person's role (aggressor, victim, or bystander). Moral justification predicted the role of victim in school violence, dehumanization predicted the role of the aggressor (and gender), and the disclosure of responsibility (and dehumanization) predicted the role of the bystander in school violence. The conclusions of this study will facilitate the prevention of school violence, for example, by promoting social integration and minimizing situations of school violence (emphasizing morality, ethics, etc.), thereby establishing balanced and satisfactory interpersonal relationships.
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