Academic Violence/Bullying: Application of Bandura’s Eight Moral Disengagement Strategies to Higher Education

Miller, Geri; Miller, Vachel; Marchel, Carol A.; Moro, Regina R.; Kaplan, Bruce; Clark, Catherine L.; Musilli, Susan

doi:10.1007/s10672-018-9327-7

Cited by 13 publications

(5 citation statements)

References 19 publications

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“…Others were adamant that bullying was not an issue, and if it were, it was not their responsibility to be involved, representing either a moral disengagement or a belief that students (as adults) can tackle things themselves. Miller et al (2019) found evidence for members of staff in HE institutions morally disengaging from bullying and violence through using justifications, euphemistic language, and diffusion of responsibly. Similarly, Thornberg, Daremark, Gottfridsson, and Gini (2020) conducted research with Swedish school children; using hypothetical scenarios, they found that moral disengagement was higher if the victim was perceived as mean, and moral justification for bullying was higher if the victim was perceived as mean and was surrounded by a laughing group.…”

Section: Discussionmentioning

confidence: 99%

A thematic analysis of students' perceptions and experiences of bullying in UK higher education

2022

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Bullying in higher education (HE) has been relatively under-researched; despite its likely prevalence and impact on student wellbeing there is scant understanding of students’ lived experiences of bullying. We conducted online and physical focus groups with UK HE students (40 undergraduates from 17 UK universities, mean age: 22), exploring their perceptions and experiences of bullying at university. Thematic analysis was used to identify key issues, specifically 1) the importance of a power imbalance and perpetuation of existing systemic inequality in a HE context; 2) bullying in HE is motivated by attainment of social and personal gains; 3) the tactics used to bully in HE resemble those seen in other contexts, but may be more nuanced; 4) bullying can be minimised and justified within HE, leading to its continued prevalence. We conclude that HE bullying shares features in common with school and workplace bullying, and with sexual harassment. However, further research is needed to accurately define and conceptualise bullying in this unique context. HE providers should consider attending to issues of power and inequality within their bullying and harassment policies. They should also ensure there is clear information and guidance to prevent and reduce bullying in universities.

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Section: Discussionmentioning

confidence: 99%

A thematic analysis of students' perceptions and experiences of bullying in UK higher education

2022

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“…Bila mana kasus tersebut tidak segera ditangani akan berdampak pada nilai-nilai karakter dan moral, turunnya harkat dan martabat generasi muda di mata dunia. Terjadinya perilaku disharmoni sosial ini karena berbagai faktor yaitu arus perkembangan teknologi, gaya hidup, pola asuh keluarga, pengaruh teman sebaya, cyberbullying dan perubahan soaial (Maithreyi, 2019;Miller et al, 2019;Prabawa et al, 2018;Roziqi, 2018;Sari, 2017).…”

Section: Aoej: Academy Of Education Journal Vol 14 No 2 Tahun 2023unclassified

Tingkat Harmoni Sosial Siswa SMP Se- Kota Pontianak

Halida,

Yuline,

Fergina

et al. 2023

AoEJ

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This study aims to determine the level of social harmony in both female and male students of class VII SMP in Pontianak City. This type of research uses quantitative research, and the population is class VII students of SMPN in Pontianak City. The sampling technique was carried out by using a random sampling technique. Data collection is using a social harmony questionnaire distributed via a google form. The method used is descriptive, aiming to describe social harmony accurately, clearly, detailed, and systematically. The analysis technique used is a descriptive statistical analysis using the mean, median, frequency, standard deviation, range, mode, and ability. The social harmony of four indicators: awareness of cultural diversity, tolerance, self-disclosure, and conflict resolution constructively. The results showed that students' average social harmony score was 139, 47. Social harmony for each indicator, the average is on 50%. This study suggests conducting correlation research to see the connectedness of social peace with family, cultural, religious, and socio-economic status.

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“…when the actions of some workers obstruct the achievement of other members' goals) may report higher prevalence rates than those conducted on professions which foster cooperation. This may be the case in academia, accounting for the relatively higher prevalence of bullying found in academic settings when compared with the general population (e. g. Giorgi, 2012;Keashly & Neuman, 2010;McKay, Arnold, Fratzl, & Thomas, 2008;Miller et al, 2019;Zabrodska & Kveton, 2013; see also Keashly, Chap. 9, "Workplace Bullying, Mobbing and Harassment in Academe: Faculty Experience", Vol.…”

Section: Sociocultural and Contextual Factorsmentioning

confidence: 99%