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Students' views on factors affecting their bystander acts in bullying situations: A cross-collaborative conceptual qualitative analysis
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
Georgia State University.
Georgia State University.
Georgia State University.
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2016 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146Article in journal (Refereed) Accepted
Abstract [en]

The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analyzed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole.

The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) situational seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggest that students’ bystander acts vary depending on situational factors that influence bystanders’ interpretations of bullying and decision making about how to respond to observed bullying.  

Place, publisher, year, edition, pages
Keyword [en]
bullying, bystander, defender behavior, students' perspective
National Category
Pedagogy Social Psychology Psychology
URN: urn:nbn:se:liu:diva-132018OAI: diva2:1037256
Available from: 2016-10-14 Created: 2016-10-14 Last updated: 2016-10-14

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