Good and evil at school: Bullying and moral evaluation in early adolescence

Kollerová, Lenka; Janošová, Pavlína; Říčan, Pavel

doi:10.1080/03057240.2013.866940

Cited by 12 publications

(10 citation statements)

References 23 publications

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“…Finally, it is possible that students who defend others in accordance with their moral motivation become more socially preferred. Early adolescents appreciate defending in terms of admirable, courageous, cool, caring and fair behaviour (Kollerová et al, 2014). We lack longitudinal studies that could shed light on these issues, but from a theoretical perspective, high peer status may not only be an antecendent to, but also a consequence of, defending (Salmivalli, 2010).…”

Section: Discussionmentioning

confidence: 99%

Moral motivation in defending classmates victimized by bullying

Kollerová

Janošová

Říčan

2015

European Journal of Developmental Psychology

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The study addresses factors that relate to defending of classmates victimized by bullying in early adolescence. Specifically, it examines whether moral motivationmeasured as a combination of emotion attributions and their justifications in response to a hypothetical transgression-predicts defending in context of gender, social preference, perceived popularity and teacher support. We gathered singletime-point data on a sample of 512 sixth-graders (aged 11 -13 years). A three-step hierarchical regression analysis showed that defending was positively predicted by:(1) moral motivation, when gender, social preference, perceived popularity and teacher support were accounted for; (2) interaction between moral motivation and social preference, when all other independent variables were accounted for. Simple slopes indicated that increased social preference strengthened the link between moral motivation and defending. The full model explained 40.5% of the variance in defending. The findings underscore the relevance of morality and its interplay with social preference in understanding defending.

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Section: Discussionmentioning

confidence: 99%

Moral motivation in defending classmates victimized by bullying

Kollerová

Janošová

Říčan

2015

European Journal of Developmental Psychology

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“…Even though students themselves appreciate various positive features of defending (Kollerová et al 2014), the decision to defend someone is far from straightforward because it involves a social risk (Pöyhönen et al 2010). By taking the side of a victimized peer, students may risk their status in the peer group and even put themselves at risk of becoming a target of aggression (Huitsing et al 2014).…”

Section: Prerequisites Of Defendingmentioning

confidence: 99%

“They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

Kollerová

Yanagida

Mazzone

et al. 2018

J Youth Adolescence

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Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; M at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.

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“…Here, studies with children have revealed that bystanders who adopt a more active role as defenders of those being cyberbullied showed higher levels of moral sensitivity and emotional contagion, as well as high self-efficacy (Gini, 2006; Pöyhönen, Juvonen, & Salmivalli, 2010; Vannini et al, 2011). Other studies, however, have not succeeded in identifying cognition measures that predict defender behavior (Andreou & Metallidou, 2004; Correia & Dalbert, 2008; Kollerová, Janošová, & Říčan, 2014), although girls seem to adopt the roles of defender and outsider more frequently than boys (Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996).…”

Section: Introductionmentioning

confidence: 98%

Anxiety and Depression in Cyberbullied College Students: A Retrospective Study

Río

Flores

Frías

2017

J Interpers Violence

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Cyberbullying is a worldwide phenomenon and its effects can be severe. To better understand the personal and situational factors in cyberbullying, we approach it from the perspective of the general aggression model. More specifically, we analyze the medium and long-term impact of past experiences of cyberbullying on university students. We also compare their psychological adjustment with peers who have not been cyberbullied by examining the recall of cyberbullying while attending secondary school of 1,593 university students. Participants from a Spanish University ( N = 680) and a Bolivian University ( N = 913) were invited to participate by filling in an online survey. It included the School Violence Questionnaire-Revised, CUVE-R, to assess school and classroom climate in relation to bullying and cyberbullying, the Beck Depression Inventory, and the State-Trait Anxiety Inventory. Results show that among the participants, 5.1% reported having suffered cyberbullying and 19.3% reported having been a bystander of cyberbullying, with similar percentages between universities. Canonical correlation suggests that variables related to school climate best explain the variability among participants who have and have not been cyberbullied. Those who have been cyberbullied scored significantly higher on anxiety and depression symptoms as well. Being a bystander of cyberbullying was not associated to significant differences on psychological adjustment (i.e., anxiety and depression). Results indicated that experiencing cyberbullying in secondary school is associated to lower psychological adjustment years later as university students. School climate variables contribute more strongly to identifying victims of cyberbullying. These results support the need for psychosocial interventions from a broader perspective, addressing the different dimensions of this phenomenon and its impact on victims.

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Good and evil at school: Bullying and moral evaluation in early adolescence

Cited by 12 publications

References 23 publications

Moral motivation in defending classmates victimized by bullying

Moral motivation in defending classmates victimized by bullying

“They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

Anxiety and Depression in Cyberbullied College Students: A Retrospective Study

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