Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

Castellanos, Melisa; Wettstein, Alexander; Wachs, Sebastian; Bilz, Ludwig

doi:10.1002/ab.22100

Cited by 6 publications

(2 citation statements)

References 67 publications

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“…Empathy is crucial in prosocial and antisocial behavior, intolerance, and prejudice (Boag & Carnelley, 2016; Pettigrew & Tropp, 2008). In hate speech research, higher levels of empathy are negatively associated with online and offline hate speech perpetration and the acceptance of online hate speech (Castellanos, Wettstein, Wachs, & Bilz, 2023; Celuch et al, 2022; Wachs, Bilz, et al, 2022). In addition to this, people with high levels of empathy are more likely to perceive hate speech as harmful (Cowan & Khatchadourian, 2003).…”

Section: Introductionmentioning

confidence: 99%

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Wachs,

Bilz,

Wettstein

et al. 2023

Aggressive Behavior

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Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents’ responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti‐hate speech prevention programs.

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Section: Introductionmentioning

confidence: 99%

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Wachs,

Bilz,

Wettstein

et al. 2023

Aggressive Behavior

Self Cite

View full text Add to dashboard Cite

show abstract

“…By employing these cognitive mechanisms, individuals who would typically refrain from unethical behaviour may feel justified in engaging in such actions without experiencing guilt or self-condemnation. Those who engage in moral disengagement may view certain forms of antisocial behaviour as acceptable or rational, particularly in specific circumstances, even if they have internalized moral principles that prohibit such conduct (Castellanos et al, 2024).…”

Section: Introductionmentioning

confidence: 99%

Parental Expectations and Student’s Morality Mediating Role of Frustration Intolerance

Naureen,

Rashid,

Tariq

2024

AESSR

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This study aimed to examine how student morality was affected by parents’ expectations and the emphasis was on moral disengagement and academic dishonesty. The study further demonstrated the mediating role of frustration intolerance between parental expectations and students’ morality. A sample of students was chosen from various educational institutions (colleges and universities) in the Attock and Wah Cantt districts. For data collection, the researchers used four reliable scales namely, Living up Parental Expectations Inventory (LPEI), Frustration Discomfort Scale (FDS), Moral Disengagement Scale (MDS) and Academic Dishonesty Scale (ADQ). The findings from the research showed that students striving to live according to their parent’s expectations, students frequently indulge in moral disengagement and academic dishonesty. The findings additionally indicated that male students exhibited a greater degree of moral disengagement and academic dishonesty than female students furthermore frustration intolerance partially mediates the relationship between parents’ expectations and the moral behaviour of learners. The study findings suggest that to promote and fortify ethical actions in students, parents' desire needs to be handled effectively. By considering the impact of the pressure of parental expectations on moral disengagement and academic dishonesty, parents and educationists can organise collective efforts to create a supportive atmosphere to encourage integrity and honesty among students in academic settings.

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“Let's Make the Difference!” Promoting Hate Counter‐Speech in Adolescence Through Empathy and Digital Intergroup Contact

Sportelli,

Cicirelli,

Paciello

et al. 2024

Community & Applied Soc Psy

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Intergroup contact interventions have been mostly used to foster empathy, promote positive relations, and reduce prejudice and discrimination. However, less is known about the potential of intergroup contact, especially digital, in interventions designed to hinder hate speech and promote counter‐speech. Counter‐speech can be defined as a direct response to hate speech, aimed at refuting or undermining it. This study argues that the quality of intergroup contact may foster counter‐speech responses through empathy for hate speech victims. For this purpose, an ad hoc conversational storytelling web‐app module, named “Let's Make the Difference!”, was developed and administered to a sample of 433 Italian adolescents (278 in the experimental group and 155 in the control group, Mage = 14.33). Through the web‐app, adolescents engaged in a chat with an outgroup avatar, inducing digital intergroup contact. Results show a significant increase in counter‐speech intentions between the pre‐test and post‐test in the experimental condition, unlike in the control group. Moreover, in line with our hypotheses, the quality of contact induced with the conversational agent increased empathy toward the victim, which in turn increased the intention to counter hate speech in the intervention group. In light of these results on digital contact, both theoretical and practical implications are discussed.

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Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

Cited by 6 publications

References 67 publications

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Parental Expectations and Student’s Morality Mediating Role of Frustration Intolerance

“Let's Make the Difference!” Promoting Hate Counter‐Speech in Adolescence Through Empathy and Digital Intergroup Contact

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