Bullismo etnico: chi sono coloro che aggrediscono compagni con background migratorio?

Papotti, Noemi; Caravita, Simona Carla Silvia

doi:10.3280/rip2020-001015

Cited by 6 publications

(11 citation statements)

References 30 publications

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“…The hypothesis that ethnic prejudice was directly and positively associated with both ethnic bullying perpetration and moral disengagement was supported (H1). Consistently with previous studies that considered adolescents samples (Papotti and Caravita, 2020), the current work highlighted that the affective component of ethnic prejudice, that is experiencing aversive feelings (e.g., annoyance) toward pupils from another country, might trigger engagement in bullying also among children. In compliance with the social categorization framework (Tajfel and Wilkes, 1963;Tajfel et al, 1971), it could be speculated that children might tend to classify their schoolmates on the base of their salient cultural (e.g., spoken language) or physical (e.g., skin color) traits.…”

Section: Direct and Indirect Effects On Ethnic Bullyingsupporting

confidence: 87%

“…Although it has been highlighted that hostile predispositions toward those who are culturally different are likely to drive bias-based bullying at school (Dessel, 2010), research so far mainly focused on adolescents (Bayram Özdemir et al, 2015;Caravita et al, 2020). Interestingly, some works have stressed that emotions, more than beliefs, are at stake when individuals relate to outgroup members and that the emotional component of prejudice might be conductive of ethnicity-based bullying among youth (Papotti and Caravita, 2020). In the present study, we borrowed from this body of works on adolescents and explored the role of children's negative attitudes toward outgroups in fostering ethnic bullying.…”

Section: Ethnic Prejudice and Bullyingmentioning

confidence: 99%

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Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship

et al. 2021

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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.

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Section: Direct and Indirect Effects On Ethnic Bullyingsupporting

confidence: 87%

Section: Ethnic Prejudice and Bullyingmentioning

confidence: 99%

Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship

et al. 2021

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“…Regarding specific risk factors for bullying migrants, having prejudices is associated with higher levels of this type of bullying in adolescence (Atwal & Wang, 2019; Papotti & Caravita, 2020). Furthermore, during adolescence prejudices seem be more influential in explaining bullying migrants than having a high perceived popularity status: the positive association between perceived popularity and bullying migrants has been found to become non‐significant when the role of prejudices is taken into account (Caravita et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Consistently, we hypothesized that higher quantity of contact with migrants at school might be associated with higher levels of bullying migrant peers, because higher contact levels with migrants at school can provide more possibilities to attack migrant schoolmates (opportunity effect; Peguero, Popp, & Koo, 2015). Moreover, the perpetration of bullying toward migrants is likely to be higher when the contact with migrants is perceived as less positive (i.e., friendly; Barlow et al., 2012; Hayward, Tropp, Hornsey, & Barlow, 2017) and more negative (i.e., hostile; Papotti & Caravita, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…To develop effective interventions against this type of bullying, we need to identify the factors increasing the risk of this behavior. Previous studies indicate that this behavior may be linked to more general risk factors related to traditional bullying and risk factors specific of this type of bullying (Atwal & Wang, 2019;Caravita et al, 2020;Papotti & Caravita, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates

Caravita

Papotti

Arvidsson

et al. 2021

New Drctns Chld & Adlscnt

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This study investigates whether the quantity and quality of contact with migrants and perceiving that cultural diversity is accepted at school (as a dimension of the perceived school climate) are associated with perpetrating bullying toward migrant classmates. Quantity and quality of contact are also examined as moderators of the association between perceived cultural acceptance at school and bullying toward migrant students. One hundred and sixty‐six adolescents (Mage = 16.26; SD = 1.53) belonging to the societal majority group answered a battery of self‐report measures. Bullying migrant peers was associated with more negative quality of the contact. Bullying migrants was also associated with lower perceived acceptance of cultural diversity at school for the adolescents reporting higher levels of contact with migrants at school. The role of contact in explaining bullying toward migrant peers is also discussed in light of possible interventions.

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The Strengths and Difficulties Questionnaire Dysregulation Profile Teacher-Report: Psychometric Properties and Associations with Aspects of School Experience

Levantini

Camodeca

Gelati

2022

Child Psychiatry Hum Dev

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Emotional, cognitive, and behavioral dysregulation is a risk factor for severe outcomes, calling for reliable measures to assess it, including the Strengths and Difficulties Questionnaire Dysregulation Profile (SDQ-DP) defined by 5 or 15 items. This study explored for the first time the factor structure, internal consistency, and test-retest reliability of the SDQ-DPs teacher-report in a sample of Italian children (N = 1000; age 7–12 years). The gender invariance of the SDQ-DPs, construct validity, and associations with school variables were also evaluated. A first-order model for the SDQ-DP 5-item and a bifactor model for the SDQ-DP 15-item best fitted the data. Full measurement invariance across gender was confirmed only for the 15-item scale. Internal and test-retest reliabilities were weaker for the 5-item scale. Both SDQ-DPs were similarly associated with a measure of emotion regulation skills and some school variables. This study provides indications for a more conscious use of the two scales.

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Bullismo etnico: chi sono coloro che aggrediscono compagni con background migratorio?

Cited by 6 publications

References 30 publications

Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship

Prejudice and Ethnic Bullying Among Children: The Role of Moral Disengagement and Student-Teacher Relationship

Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates

The Strengths and Difficulties Questionnaire Dysregulation Profile Teacher-Report: Psychometric Properties and Associations with Aspects of School Experience

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