Relationships between Spirituality, Happiness, and Prosocial Bystander Behavior in Bullying—The Mediating Role of Altruism

Abstract

Positive psychology is vital in increasing prosocial behavior and reducing bullying. However, limited studies have analyzed the influence of positive personal characteristics on the prosocial behaviors of bystanders in bullying. The present study examined direct and indirect relationships between spirituality, happiness, altruism, and prosocial bystander behavior in bullying. Participants in this study were 685 students from Northwestern Mexico; 51% were male and 49% female, between 12 and 18 years old (M = 14.3 years, SD = 1.68). A structural equation model (SEM) was calculated. The results indicate that happiness and altruism were related to prosocial bystander behavior. Spirituality and happiness have an indirect relationship by increasing prosocial bystander behavior through the positive effects of altruism. The SEM explained 48% of the variance of the prosocial bystander. The implications for improving defensive behavior in bullying and reducing school violence are discussed.

Does Spiritual Intelligence Link with Happiness and Psychological Adjustment among University Students?

“…Consistent with these findings, Babanazari et al (2012) also reported that spiritual intelligence significantly predicts happiness. The results of another study conducted by García-Vázquez et al (2022) suggested that spirituality and happiness have an indirect relationship through the positive effects of altruism such that individuals with higher spirituality are more likely to engage in altruistic behaviors, which in turn results in an increase in the level of happiness. Spiritual beliefs also give hope to individuals and enable them to positively interpret the hurdles of life and also give them hope of having a peaceful everlasting life (Faribors et al, 2010).…”

Exploring Teachers' Perspectives on Using a Spiritual Approach to Address Bullying Behavior Among Students: A Qualitative Study

“…The interviews indicate that introducing spirituality into educational practises may be an effective technique for decreasing bullying and increasing an environment that is safe for learning and respecting others (Katarina Dutkova et al, 2017;Inez Garcia-Vazquez et al, 2022). Mindfulness exercises, storytelling sessions, and open talks about bullying are just some methods educators use to help students develop self-awareness, empathy, and moral standards (Bang & Lee, 2021;Battaglio, 2006;Buthelezi et al, 2021;Tekel & Karadag, 2020).…”

“…As a whole, the responses provide light on the transforming power of a spiritually-based educational setting (Inez Garcia-Vazquez et al, 2022). The research shows that this method can significantly affect pupils' attitudes, friendships, and success in life.…”

“…Educators play a crucial role in imparting academic knowledge to their students and cultivating their character and values, a significant facet within the dynamic realm of education. Integrating spiritual principles into the educational environment is an increasingly recognised part of this job that garners heightened interest (Inez Garcia-Vazquez et al, 2022). Teachers bear the responsibility of fostering not just the cognitive advancement of their students but also their social and emotional growth.…”

“…14, No. 2 recommending a spiritual approach to addressing bullying (Inez Garcia-Vazquez et al, 2022;Parson, 2015). That would allow teachers to effectively integrate spirituality into school, establishing a culture of open dialogue and understanding of bullying indications (Borup & Holstein, 2007).…”