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Individual Moral Disengagement and Bullying Among Swedish Fifth Graders: The Role of Collective Moral Disengagement and Pro-Bullying Behavior Within Classrooms
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0001-9233-3862
Linköpings universitet, Institutionen för datavetenskap, Statistik och maskininlärning. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
Univ Padua, Italy.
2021 (engelsk)Inngår i: Journal of Interpersonal Violence, ISSN 0886-2605, E-ISSN 1552-6518, Vol. 36, nr 17-18, s. NP9576-NP9600Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

School bullying is a complex social and relational phenomenon with severe consequences for those involved. Most children view bullying as wrong and recognize its harmful consequences; nevertheless, it continues to be a persistent problem within schools. Previous research has shown that childrens engagement in bullying perpetration can be influenced by multiple factors (e.g., different forms of cognitive distortions) and at different ecological levels (e.g., child, peer-group, school, and society). However, the complexity of school bullying warrants further investigation of the interplay between factors, at different levels. Grounded in social cognitive theory, which focuses on both cognitive factors and social processes, this study examined whether childrens bullying perpetration was associated with moral disengagement at the child level and with collective moral disengagement and prevalence of pro-bullying behavior at the classroom level. Cross-level interactions were also tested to examine the effects of classroom-level variables on the association between childrens tendency to morally disengage and bullying perpetration. The studys analyses were based on cross-sectional self-report questionnaire data from 1,577 Swedish fifth-grade children from 105 classrooms (53.5% girls; M-age = 11.3, SD = 0.3). Multilevel modeling techniques were used to analyze the data. The results showed that bullying perpetration was positively associated with moral disengagement at the child level and with collective moral disengagement and pro-bullying behavior at the classroom level. Furthermore, the effect of individual moral disengagement on bullying was stronger for children in classrooms with higher levels of pro-bullying behaviors. These findings further support the argument that both moral processes and behaviors within classrooms, such as collective moral disengagement and pro-bullying behavior, need to be addressed in schools preventive work against bullying.

sted, utgiver, år, opplag, sider
SAGE PUBLICATIONS INC , 2021. Vol. 36, nr 17-18, s. NP9576-NP9600
Emneord [en]
school bullying; late childhood; moral disengagement; collective moral disengagement; pro-bullying behavior
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-159583DOI: 10.1177/0886260519860889ISI: 000478199800001PubMedID: 31282237OAI: oai:DiVA.org:liu-159583DiVA, id: diva2:1342211
Merknad

Funding Agencies|Swedish Research Council [D0775301]

Tilgjengelig fra: 2019-08-13 Laget: 2019-08-13 Sist oppdatert: 2023-06-02
Inngår i avhandling
1. The association between moral disengagement and bullying in early adolescence
Åpne denne publikasjonen i ny fane eller vindu >>The association between moral disengagement and bullying in early adolescence
2021 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

School bullying occurs when a student is repeatedly exposed to negative actions by other students. The victim is often at some form of a disadvantage. Bullying can take many forms, such as physical, verbal, and relational. It can also occur online. With social cognitive theory as a theoretical framework, this dissertation examined some of the (individual and collective) moral processes that underlie bullying. More specifically, the aim was to enhance the understanding of the association between moral disengagement (MD) and bullying in early adolescence. Self-reported survey data was collected and analyzed using various statistical methods, such as multivariate regression and multilevel analysis. The results show that MD (individual and collective) is associated with bullying perpetration, both in a school context and online. The results also show that individual MD varies over time, and that changes are related to changes in bullying perpetration. The results also indicate that the mechanisms of MD are differentially associated with different forms of bullying. For instance, diffusion of responsibility is (positively) associated with assisting and reinforcing bullying, while moral justification is (positively) associated with indirect bullying. Overall, the results point to the importance of taking into account and analyzing both individual and contextual factors when examining the role that moral disengagement plays in bullying.

Abstract [sv]

Skolmobbning är när en elev upprepade gånger blir utsatt för negativa handlingar av andra elever. Den som utsätts är ofta i någon form av underläge. Det kan handla om att bli retad, utesluten eller slagen. Mobbning kan också ske på nätet. Med utgångpunkt i den socialkognitiva teorin studerades i den här avhandlingen några av de (individuella och kollektiva) moraliska processer som är involverade i skolmobbning. Mer specifikt var syftet att öka kunskapen om hur moraliskt disengagemang (MD) hänger samman med mobbning bland elever i åldrarna 10–14 år. Självrapporterad enkätdata samlades in och analyserades med hjälp av olika statistiska metoder, så som multivariat regression och flernivåanalys. Resultaten visar att individuellt och kollektivt MD hänger samman med att utsätta andra, både i en skolkontext och på nätet. Resultaten visar också att MD (individnivå) varierar över tid och att dessa förändringar sammanhänger med förändringar i att utsätta andra. Resultaten pekar också på att de olika mekanismerna av MD delvis sammanhänger med olika former av mobbning. Exempelvis sammanhängde ansvarsdiffusion (positivt) med att assistera och förstärka i mobbningssituationer, medan moraliskt rättfärdigande sammanhängde (positivt) med indirekt mobbning. Sammantaget pekar resultaten på betydelsen av att ta hänsyn till och analysera såväl individuella som sociala och kontextuella faktorer när man studerar mobbning.  

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2021. s. 96
Serie
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 236
Emneord
Bullying, Moral disengagement, Social cognitive theory, Mobbning, Moraliskt disengagemang, Socialkognitiv teori
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-181739 (URN)10.3384/9789179291280 (DOI)9789179291273 (ISBN)9789179291280 (ISBN)
Disputas
2022-01-21, BL32, B-building, Campus Valla, Linköping, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2021-12-10 Laget: 2021-12-10 Sist oppdatert: 2022-01-11bibliografisk kontrollert

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