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Students’ views of factors affecting their bystander behaviors in response to school bullying: 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, Atlanta, GA, USA.
Georgia State University, Atlanta, GA, USA.
Georgia State University, Atlanta, GA, USA.
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2016 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146Article in journal (Refereed) Epub ahead of print
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 analysed 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) behavioural 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 suggests 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
Taylor & Francis Group, 2016.
Keyword [en]
bullying, bystander, defender behavior, students' perspective
National Category
Pedagogy Social Psychology Psychology
Identifiers
URN: urn:nbn:se:liu:diva-132018DOI: 10.1080/02671522.2016.1271001OAI: oai:DiVA.org:liu-132018DiVA: diva2:1037256
Available from: 2016-10-14 Created: 2016-10-14 Last updated: 2017-11-29Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf