Bullying bystander behaviors: The role of coping effectiveness and the moderating effect of gender

Parris, Leandra; Jungert, Tomas; Thornberg, Robert; Varjas, Kris; Meyers, Joel; Grunewald, Stephanie; Shriberg, David

doi:10.1111/sjop.12564

Cited by 18 publications

(12 citation statements)

References 42 publications

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“…The nature of the association between bullying and social status appears to be more complex. Bullies tend to gained a certain popularity among the classroom group, and for this reason that may be supported in his/her actions by a subgroup of peers within the class (e.g., Parris et al, 2020). However, within the concept of social status among peers, the popularity and social preference by peers do not coincide, and the two constructs do not always correlate positively (van den Berg, Lansu, & Cillessen, 2020).…”

Section: Peer Social Status and Bullying Involvementmentioning

confidence: 99%

Student‐teacher conflict moderates the link between students’ social status in the classroom and involvement in bullying behaviors and exposure to peer victimization

Marengo

Fabris

Prino

et al. 2021

Journal of Adolescence

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Introduction: Student-teacher relationships have been shown to inluence bullying-related behaviors in students. In this study we considered the moderating role of student-teacher conlict and students' social status in the classroom and involvement in bullying behaviors and peer victimization. Methods: Sample consisted of 1742 students (47.2% females, mean age = 10.79; SD = 1.36; range = 8-14) clustered in 113 classrooms, of which 1017 (58.4%) attended primary schools and 725 (41.6%) attended lower secondary schools. We implemented a series of multilevel analyses aimed at determining the role of student-teacher conlict, and students' social status among classroom peers (i.e., average, popular, rejected, neglected, and controversial statuses), as well their interaction, in inluencing verbal, physical, and social forms of bullying and victimization at school. Results: Student-teacher conlict had a signiicant positive effect on all bullying and victimization variables. Regarding students' social status, rejected students showed increased bullying and victimization when compared with average students, except in social bullying. Signiicant interactions emerged indicating that a highly conlictual student-teacher relationship exacerbated bullying behaviors and the risk of victimization among rejected students. Additionally, popular students who had conlictual relationship with their teachers were more likely to engage in physical bullying then average students. Conclusions: Our study suggests the importance of low conlictual student-teacher relationships in acting as a buffer for aggressive student-student interactions in the classroom, especially when these interactions involve students rejected by their classroom peers.

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Section: Peer Social Status and Bullying Involvementmentioning

confidence: 99%

Student‐teacher conflict moderates the link between students’ social status in the classroom and involvement in bullying behaviors and exposure to peer victimization

Marengo

Fabris

Prino

et al. 2021

Journal of Adolescence

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“…In general, non-productive coping, such as helplessness and retaliation, was less frequently recommended by students for victims compared with reference to others or productive coping [ 55 ]. Prior research has revealed a positive relationship between retaliation and being victims of cyberhate [ 20 ] as well as traditional or cyberbullying [ 30 , 31 , 46 , 56 ]. Regarding perpetrators, there is some evidence that several non-productive strategies, such as helplessness, self-blame, and retaliation, were positively correlated with offline and online aggression [ 31 , 35 , 47 , 56 , 57 ].…”

Section: Introductionmentioning

confidence: 99%

Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions

Wachs

Machimbarrena

Wright

et al. 2022

IJERPH

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Cyberhate represents a risk to adolescents’ development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents’ ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim–perpetrators. The sample consisted of 6829 adolescents aged 12–18 years old (Mage = 14.93, SD = 1.64; girls: 50.4%, boys: 48.9%, and 0.7% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim–perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim–perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim–perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents’ ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed.

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“…Second, the gender of the bystanders might explain why some bystanders defended the victims whereas others did not (Espelage, 743 Bystander's Defending Behaviors Mebane, & Adams, 2004;Parris et al, 2020). Researchers have reported that girls, compared to boys, expressed higher levels of personal distress in response to empathic stimuli (Rose & Rudolph, 2006).…”

Section: Introductionmentioning

confidence: 99%

Effects of Bystander's Emotional Empathy and Social Problem-Solving Skills on Defending Behaviors Against Bullying in Elementary School: Mediated Through Peer Acceptance

Kim¹,

Park²

2021

Korean J Child Stud

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Objectives: Many children are exposed to their peers being bullied, which negatively impacts individuals and the society as a whole. We investigated the effects of elementary school children’s emotional empathy and social problem-solving skills on their defending behaviors. We evaluated the direct and indirect effects of these personal characteristics, mediated through their perceived peer acceptance among classmates. Gender differences were also tested.Methods: The study participants were 386 fourth- and fifth-graders (M = 10.4 yrs.) from six elementary schools in the metropolitan Seoul area of South Korea. Children’s perceived social acceptance, emotional empathy, and problem-solving skills were measured using self-reported questionnaires. Defending behavior was measured using peer nomination. To analyze the data, descriptive statistics and structural equation modeling were conducted using SPSS 21.0 and MPLUS 6.12.Results: Bystanders‘ emotional empathy and social problem-solving skills had significant effects on defending behaviors. Social problem-solving skills directly affected defending behaviors of boys and girls. Girls’ peer acceptance mediated both emotional empathy and social problem-solving skills for defending behaviors, while no mediation effect was found in boys.Conclusion: For children, feeling accepted by classmates is important for defending bullied peers. For girls, peer acceptance magnifies their socio-emotional and socio-cognitive skills, empowering them to defend the bullied peers. However, for boys, having competent socio-cognitive skills alone is sufficient. Based on this study’s findings, it is recommended that interventions are needed to enhance bystanders’ emotional empathy and social problem-solving skills, and thereby, empowering them to be competent defenders against school bullying.

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Bullying bystander behaviors: The role of coping effectiveness and the moderating effect of gender

Cited by 18 publications

References 42 publications

Student‐teacher conflict moderates the link between students’ social status in the classroom and involvement in bullying behaviors and exposure to peer victimization

Student‐teacher conflict moderates the link between students’ social status in the classroom and involvement in bullying behaviors and exposure to peer victimization

Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions

Effects of Bystander's Emotional Empathy and Social Problem-Solving Skills on Defending Behaviors Against Bullying in Elementary School: Mediated Through Peer Acceptance

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