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Bullying and repeated conventional transgressions in Swedish schools: How do gender and bullying roles affect students’ conceptions?
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
University of Padova, Italy.
University pf Padova, Italy.
Wayne State University, Detroit, USA; Sungkyunkwan University, Seoul, South Korea.
2017 (English)In: Psychology in the schools (Print), ISSN 0033-3085, E-ISSN 1520-6807, Vol. 54, no 9, p. 1189-1201Article in journal (Refereed) Published
Abstract [en]

Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among bullies, victims, and uninvolved students. Participants included 381 students from 13 elementary schools in Sweden. Findings indicate that children judge bullying as more wrong than repeated conventional transgressions; use moral reasons more frequently in their justifications about bullying than about repeated conventional transgressions; and use conventional reasons more frequently to justify their judgments on repeated conventional transgressions as compared with bullying. Female students and nonbullies judged bullying and repeated conventional transgressions as more wrong and used moral reasons more frequently in their justifications of judgments of bullying than did male students and bullies. Male students reported bullying more than did female students. Implications for practice are also discussed.

Place, publisher, year, edition, pages
John Wiley & Sons, 2017. Vol. 54, no 9, p. 1189-1201
Keywords [en]
bullying, moral reasoning, moral, social domain theory, transgression judgment
Keywords [sv]
mobbning, moraliskt resonerande, moral, domänteori
National Category
Pedagogy Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-140829DOI: 10.1002/pits.22054ISI: 000412660900022OAI: oai:DiVA.org:liu-140829DiVA, id: diva2:1140761
Note

Funding agencies: Swedish Research Council

Available from: 2017-09-13 Created: 2017-09-13 Last updated: 2017-10-23

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Publisher's full texthttp://onlinelibrary.wiley.com/doi/10.1002/pits.22054/abstract

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CiteExportLink to record
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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