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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.
Univ Padua, Italy.
2019 (Engelska)Ingår i: Journal of Interpersonal Violence, ISSN 0886-2605, E-ISSN 1552-6518, artikel-id UNSP 0886260519860889Artikel i tidskrift (Refereegranskat) Epub ahead of print
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.

Ort, förlag, år, upplaga, sidor
SAGE PUBLICATIONS INC , 2019. artikel-id UNSP 0886260519860889
Nyckelord [en]
school bullying; late childhood; moral disengagement; collective moral disengagement; pro-bullying behavior
Nationell ämneskategori
Socialt arbete
Identifikatorer
URN: urn:nbn:se:liu:diva-159583DOI: 10.1177/0886260519860889ISI: 000478199800001PubMedID: 31282237OAI: oai:DiVA.org:liu-159583DiVA, id: diva2:1342211
Anmärkning

Funding Agencies|Swedish Research Council [D0775301]

Tillgänglig från: 2019-08-13 Skapad: 2019-08-13 Senast uppdaterad: 2019-08-13

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Bjärehed, MarleneThornberg, RobertWänström, Linda
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Pedagogik och didaktikFilosofiska fakultetenUtbildningsvetenskapStatistik och maskininlärning
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Journal of Interpersonal Violence
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