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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, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Georgia state university, USA.
Georgia state university, USA.
Georgia state university, USA.
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(English)Manuscript (preprint) (Other academic)
Abstract [en]

The present study seeks to contribute to qualitative research on students’ perspectives on bystander behaviors to better understand their behaviors in bullying situations. Researchers have found that the prevalence of school bullying in Sweden is amongst the lowest in the world, whereas there is a much higher rate of bullying in the US (Craig et al. 2009). This in turn motivates the inclusion of a Swedish sub-sample and a US sub-sample of students in the current study, and to conduct a qualitative comparative analysis within as well as between these sub-samples. The aim of the present study was to focus on how students in Sweden and in the US articulate and discuss what factors influence their own and other students’ decisions to defend or not defend victims when witnessing bullying. We asked the following questions: How would students respond to bullying? What are students’ perceived reasons for responding in a particular way? What factors do students articulate as supporting defending or not defending in response to bullying? Across each of these questions, we aimed to identify similarities and differences between and within the students from the Swedish and US schools.

National Category
Pedagogy Didactics Educational Sciences
URN: urn:nbn:se:liu:diva-123923OAI: diva2:893869
Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2016-05-04Bibliographically approved
In thesis
1. Students’ Perspectives on Bullying
Open this publication in new window or tab >>Students’ Perspectives on Bullying
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Elevers Perspektiv på Mobbning
Abstract [en]

The aim of the present thesis was to listen to, examine and conceptualise students’ perspectives on bullying. Students’ perspectives have not been commonly heard in research and less qualitative research has been conducted. This study contributes with students’ perspectives on bullying using semi-structured interviews with students from fourth-to eighth grade.

This thesis includes four studies. The aim with paper I was to investigate how bystander actions in bullying situations and reasons behind these actions were articulated. Paper II was a comparison study between Sweden and US, focused on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. The aim in Paper III was to study how students themselves discuss, reason and make sense of how and why bullying processes emerges in their social worlds. In paper IV the aim was to study how junior high school girls discuss and understand bullying. Findings reveal that students’ reactions as bystanders to bullying depend on how they define the situation. Explanations to the emergence of bullying were understood through a complex social ordering of belonging process. Students position themselves and others in striving to belong, and when defining victims as responsible for bullying. Social norms and negotiation of identities were also discussed among the students. Students discussed how gender and a normative peer structure, where a pressure to fit in, interlinked with how they understood bullying.

Abstract [sv]

Syftet med denna avhandling är att lyssna på, utforska och konceptualisera elevers perspektiv på mobbning då elevers perspektiv utgör ett viktigt bidrag till vår fortsatta förståelse av mobbning. Det finns fortfarande få kvalitativa studier som fokuserat elevers perspektiv på mobbning. Denna studie utgör därför ett viktig bidrag och baseras på semi-strukturerade intervjuer med elever ifrån fjärde till åttondeklass.

Avhandlingen består utav fyra studier. Syftet med studie I var att undersöka hur åskådarageranden i mobbningssituationer artiklueras av eleverna och skälen bakom dessa. Syftet med studie II var att jämföra hur elever i Sverige och USA artikulerar och diskuterar vilka faktorer som influerar deras beslut att ingripa eller inte ingripa när de blir åskådare till mobbning. Syftet med studie III var att undersöka hur elever diskuterar, resonerar och förstår vad som producerar mobbning. Syftet med studie IV var att undersöka hur högstadietjejer diskuterar och förstår mobbning. Resultaten visar att elevers reaktioner som åskådare till mobbning är situationsbundna utifån hur de definierar situationen. Förklararingar till vad som producerar mobbning sammanlänkas med en komplex socialt ordnande process där eleverna positionerar sig själv och andra i strävan att tillhöra och den utsatta ofta görs ansvarig för mobbningen. Även sociala normer och förhandlade av identiteter kommer till uttryck när eleverna diskuterar hur kön och normativa kamratnormer, där strävan att passa in, sammanlänkas med deras förståelse av mobbning.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2016. 119 p.
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 193
bullying, students’ perspectives, interviews, bystander reactions, grounded theory, symbolic interactionism, mobbning, elevers perspektiv, intervju, grundad teori, symbolisk interaktionism
National Category
Pedagogy Didactics Educational Sciences
urn:nbn:se:liu:diva-123925 (URN)10.3384/diss.diva-123925 (DOI)978-91-7685-874-5 (Print) (ISBN)
Public defence
2016-02-05, sal I:101, Hus I, Campus Valla, Linköping, 13:00 (Swedish)
Available from: 2016-01-14 Created: 2016-01-13 Last updated: 2016-05-04Bibliographically approved

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