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Thornberg, R., Wänström, L., Lindqvist, H., Weurlander, M. & Wernerson, A. (2023). Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers. European Journal of Teacher Education
Open this publication in new window or tab >>Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers
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2023 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed) Epub ahead of print
Abstract [en]

The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive restructuring, and lower in self-criticism, tended to show greater teacher efficacy.

Place, publisher, year, edition, pages
Informa UK Limited, 2023
Keywords
Student teacher; motives for becoming a teacher; coping; teacher efficacy; teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-191732 (URN)10.1080/02619768.2023.2175665 (DOI)000928538100001 ()
Funder
Swedish Research Council, 721-2013-2310
Note

Funding: Vetenskapsradet [721-2013-2310]

Available from: 2023-02-13 Created: 2023-02-13 Last updated: 2023-03-14Bibliographically approved
Kloo, M., Thornberg, R. & Wänström, L. (2021). Associations between authoritative teaching, and forms of bullying victimization within classrooms. In: : . Paper presented at The 3rd World Anti-Bullying Forum, Stockholm, November 1–3, 2021.
Open this publication in new window or tab >>Associations between authoritative teaching, and forms of bullying victimization within classrooms
2021 (English)Conference paper, Poster (with or without abstract) (Other academic)
Keywords
authoritative teacher, bullying
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-183097 (URN)
Conference
The 3rd World Anti-Bullying Forum, Stockholm, November 1–3, 2021
Available from: 2022-02-21 Created: 2022-02-21 Last updated: 2023-06-02Bibliographically approved
Bjärehed, M., Thornberg, R., Wänström, L. & Gini, G. (2021). Moral disengagement and verbal bullying in early adolescence: A three-year longitudinal study. Journal of School Psychology, 84, 63-73
Open this publication in new window or tab >>Moral disengagement and verbal bullying in early adolescence: A three-year longitudinal study
2021 (English)In: Journal of School Psychology, ISSN 0022-4405, E-ISSN 1873-3506, Vol. 84, p. 63-73Article in journal (Refereed) Published
Abstract [en]

This three-year longitudinal study examined both within- and between-person effects of moral disengagement on verbal bullying perpetration in early adolescence. Data came from the first four waves (T1–T4, Grades 4 to 7) of an ongoing longitudinal project examining social and moral correlates of bullying in Swedish schools. Participants included 2432 Swedish early adolescents (52% girls; Mage at T1 = 10.55 years). Students completed self-report measures of verbal bullying perpetration and moral disengagement. Results of a multilevel growth model showed that verbal bullying increased over time (regression coefficient for Grade was b = 0.04, SE = 0.01, p < .001). Additionally, the verbal bullying trajectories of participants with higher average levels of MD were higher (regression coefficient for MD¯ was b = 0.28, SE = 0.02, p < .001) and steeper (regression coefficient for the Grade ×MD¯ interaction was b = 0.02, SE = 0.01, p = .018), indicating that these students scored higher on verbal bullying in general and increased more in verbal bullying over time, compared to students with lower levels of average MD. Variations around one's own mean of MD over time was also significantly associated with concurrent changes in verbal bullying (regression coefficient for time-varying MD was b = 0.21, SE = 0.01, p < .001).

Place, publisher, year, edition, pages
Elsevier, 2021
Keywords
Verbal bullying, Moral disengagement, Early adolescence, Longitudinal, MLGM
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-172587 (URN)10.1016/j.jsp.2020.08.006 (DOI)000617887100005 ()2-s2.0-85099131302 (Scopus ID)
Note

Funding: Swedish Research CouncilSwedish Research CouncilEuropean Commission [D0775301]

Available from: 2021-01-14 Created: 2021-01-14 Last updated: 2021-12-10Bibliographically approved
Forsberg, C., Thornberg, R. & Wänström, L. (2021). Relational bullying among girls and its association to collective efficacy and collective moral disengagement. In: : . Paper presented at The 25th workshop on Aggression, University of Turku, Finland, November 4–6, 2021.
Open this publication in new window or tab >>Relational bullying among girls and its association to collective efficacy and collective moral disengagement
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
bullying
National Category
Pedagogy Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-183090 (URN)
Conference
The 25th workshop on Aggression, University of Turku, Finland, November 4–6, 2021
Available from: 2022-02-21 Created: 2022-02-21 Last updated: 2023-06-02
Thornberg, R., Wänström, L., Gini, G., Varjas, K., Meyers, J., Elmelid, R., . . . Mellander, E. (2020). Deficits of the moral climate of the school class and its relationship with bullying. In: : . Paper presented at 48th Congress of the Nordic Educational Research Association, Turku, Finland, 4-6 March, 2020.
Open this publication in new window or tab >>Deficits of the moral climate of the school class and its relationship with bullying
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2020 (English)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
bullying, classroom climate, class climate, moral disengagement, collective moral disengagement, peer victimization
National Category
Pedagogy Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-184060 (URN)
Conference
48th Congress of the Nordic Educational Research Association, Turku, Finland, 4-6 March, 2020
Available from: 2022-04-04 Created: 2022-04-04 Last updated: 2023-06-02Bibliographically approved
Bjärehed, M., Thornberg, R., Wänström, L. & Gini, G. (2020). Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior. Journal of Early Adolescence, 40(1), 28-55
Open this publication in new window or tab >>Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior
2020 (English)In: Journal of Early Adolescence, ISSN 0272-4316, E-ISSN 1552-5449, Vol. 40, no 1, p. 28-55Article in journal (Refereed) Published
Abstract [en]

This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating role of gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 (𝑋⎯⎯⎯age=12.6X¯age=12.6, SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that indirect bullying was predicted by gender and victim attribution. Direct bullying was predicted by moral justification, and for girls, by victim attribution. Pro-aggressive bystander behavior was predicted by diffusion of responsibility, victim attribution, gender, and age. That is, boys and younger students were more prone to take the aggressor’s side compared with girls and older students. Furthermore, the relation between pro-aggressive bystander behavior and distortion of consequences appeared stronger in boys than in girls. These results highlight the relative importance of specific moral disengagement mechanisms and may have implications for interventions targeting bullying.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
bullying, aggression, moral development, middle school
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-159663 (URN)10.1177/0272431618824745 (DOI)000501898500002 ()2-s2.0-85060626909 (Scopus ID)
Note

Funding agencies: Swedish Research CouncilSwedish Research Council [D0775301]

Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2023-06-02Bibliographically approved
Bjärehed, M., Thornberg, R., Wänström, L. & Gini, G. (2019). A longitudinal study of growth of verbal bullying across late childhood: Associations with moral disengagement. In: : . Paper presented at 2nd World Anti-Bullying Forum, Dublin City University, Ireland, June 4–6, 2020.
Open this publication in new window or tab >>A longitudinal study of growth of verbal bullying across late childhood: Associations with moral disengagement
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Introduction:

There is strong empirical support for the link between moral disengagement (MD) and bullying in late childhood. However, only a few studies have examined these associations longitudinally. Given that previous research suggest that verbal bullying is the most common type of bullying in adolescence, with increasing prevalence during the childhood years, understanding factors associated with verbal bullying during these years may be of great importance. This study examines changes in verbal bullying across late childhood, focusing specifically on associations between moral disengagement and the individual child’s change trajectory.

Method:

A total of 1214 Swedish children completed a web-based questionnaire at three time points (in grades 4, 5, and 6). Multilevel growth modeling was used to examine unique trajectories of groups(classrooms) and individuals.

Result:

The results showed that verbal bullying increased between grades four, five, and six, and that bullying scores were positively associated with MD scores over time. In addition, the bullying trajectories of children with higher levels of MD were higher and steeper, indicating that these children scored higher on bullying in general as well as increased more in bullying over time, compared to children with lower levels of MD.

Discussion:

Our findings add to the literature, by exploring temporal and dispositional aspects of moral disengagement. The results are discussed in relation to the literature and the socio-cognitive perspective of bullying behavior as a result of reciprocal interplay between personal and social influences. 

Keywords
bullying, verbal bullying, moral disengagement
National Category
Pedagogy Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-184061 (URN)
Conference
2nd World Anti-Bullying Forum, Dublin City University, Ireland, June 4–6, 2020
Available from: 2022-04-04 Created: 2022-04-04 Last updated: 2023-06-02Bibliographically approved
Thornberg, R. & Wänström, L. (2019). Individual and classroom social-cognitive processes of defending and reinforcing in peer aggression: A short-term longitudinal study. In: : . Paper presented at 2nd World Anti-Bullying Forum, Dublin City University, Ireland, June 4–6, 2019.
Open this publication in new window or tab >>Individual and classroom social-cognitive processes of defending and reinforcing in peer aggression: A short-term longitudinal study
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
peer aggression, peer victimization, bullying, bystander, defending, defender, reinforcing, reinforcer, moral disengagement, self-efficacy, collective moral disengagement, collective efficacy
National Category
Pedagogy Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-184066 (URN)
Conference
2nd World Anti-Bullying Forum, Dublin City University, Ireland, June 4–6, 2019
Available from: 2022-04-04 Created: 2022-04-04 Last updated: 2023-06-02Bibliographically approved
Thornberg, R., Wänström, L., Pozzoli, T. & Hong, J. S. (2019). Moral Disengagement and School Bullying Perpetration in Middle Childhood: A Short-Term Longitudinal Study in Sweden. Journal of School Violence, 18(4), 585-596
Open this publication in new window or tab >>Moral Disengagement and School Bullying Perpetration in Middle Childhood: A Short-Term Longitudinal Study in Sweden
2019 (English)In: Journal of School Violence, ISSN 1538-8220, E-ISSN 1538-8239, Vol. 18, no 4, p. 585-596Article in journal (Refereed) Published
Abstract [en]

The aim of the current study was to longitudinally investigate the bi-directional relationship between moral disengagement and bullying perpetration in a sample of 1,354 students from 108 elementary classes in 69 public schools. Students participated in the study both at Time 1 (fourth grade) and around one year later at Time 2 (fifth grade). Structural equation model analyses showed that bullying perpetration at Time 1 predicted moral disengagement at Time 2, when controlling for moral disengagement stability over time. In addition, we found that moral disengagement at Time 1 also predicted bullying perpetration at Time 2, when controlling for bullying perpetration at Time 1. These findings suggest that teachers, school staff, and professionals should consider interventions that address moral disengagement when working with children involved in bullying.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Bullying, perpetration, children, middle childhood, moral disengagement
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159662 (URN)10.1080/15388220.2019.1636383 (DOI)000482345300008 ()2-s2.0-85068228912 (Scopus ID)
Note

Funding agencies: Vetenskapsradet [D0775301]

Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-11-18Bibliographically approved
Thornberg, R. & Wänström, L. (2018). Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis. Social Psychology of Education, 21(5), 1133-1151
Open this publication in new window or tab >>Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis
2018 (English)In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 21, no 5, p. 1133-1151Article in journal (Refereed) Published
Abstract [en]

With reference to social-ecological, self-determination, attributional, and social cognitive theories, the current study examined whether gender, age, altruistic motivation to defend victims, and tendency to blame the victims, at the individual level, and the prevalence of reinforcing and defending, at the classroom level, were associated with bullying. A sample of 901 Swedish students (9-13years old, M=11.00, SD=.83) from 43 classrooms filled out a questionnaire. Multilevel regression analyses revealed that the perpetration of bullying was positively associated with the prevalence of reinforcing at the classroom level and blaming the victims at the individual level, whereas it was negatively associated with altruistic motivation to defend victims of bullying at the individual level. Furthermore, students with high altruistic motivation to defend victims of bullying were less inclined to bully, independent of the classroom level of reinforcing. The current study suggests that bullying prevention and intervention programs should: explicitly target bystander behaviors, in particular to reduce the prevalence of reinforcing bullying; include efforts to strengthen altruistic self-concept and motivation to defend victims; and prevent, challenge, and counteract tendencies among students to blame the victim.

Place, publisher, year, edition, pages
Springer Netherlands, 2018
Keywords
Bullying; Altruism; Blaming the victim; Bystander; Reinforcing
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-153390 (URN)10.1007/s11218-018-9457-7 (DOI)000450589900007 ()2-s2.0-85050996544 (Scopus ID)
Note

Funding Agencies|Swedish Research Council [D0775301]

Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2023-05-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6590-3847

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