Swipe om te navigeren naar een ander artikel
The online version of this article (doi:10.1007/s10802-014-9920-7) contains supplementary material, which is available to authorized users.
This study investigates the relationships between individual and collective moral disengagement and aggression-related behaviors (peer aggression, defending, and passive bystanding) among 918 adolescents (55.8 % boys; M age = 14.1 years, SD = 1.1). Hierarchical linear modeling showed that, at the individual level, aggressive behavior was significantly explained by both individual moral disengagement and student perceived collective moral disengagement, which was also positively associated with defending. Student perceived collective moral disengagement moderated the link between individual moral disengagement and peer aggression. At the class level, classroom collective moral disengagement explained between-class variability in all the three aggression-related behaviors. These results extend previous research by demonstrating the role of collective moral disengagement at the individual and the class levels and have potential implications for interventions.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
ESM 1 (DOC 30 kb)10802_2014_9920_MOESM1_ESM.doc
Bandura, A. (1991). Social cognitive theory of moral thought and action. In W. M. Kurtines & G. L. Gewirtz (Eds.), Handbook of moral behavior and development: theory, research and applications (Vol. 1, pp. 71–129). Hillsdale: Erlbaum.
Bandura, A. (2004). Selective exercise of moral agency. In T. A. Thorkildsen & H. J. Walberg (Eds.), Nurturing morality (pp. 37–57). Boston: Kluwer. CrossRef
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
Caprara, G. V., Pastorelli, C., & Bandura, A. (1995). La misura del disimpegno morale in età evolutiva [ Measuring age differences in moral disengagement]. Età Evolutiva, 51, 18–29.
Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185–1229. doi: 10.1111/j.1467-8624.2008.01184.x. CrossRefPubMed
Doll, B., Song, S., & Siemers, E. (2004). Classroom ecologies that support or discourage bullying. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in american schools: A social-ecological perspective on prevention and intervention (pp. 161–183). Mahwah: Lawrence Erlbaum Associates.
Espelage, D. L., & Swearer, S. M. (2004). Bullying in american schools: A social-ecological perspective on prevention and intervention. Mahweh: Lawrence Erlbaum Associates.
Forsberg, C., Thornberg, R., & Samuelsson, M. (2014). Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions. Research Papers in Education. doi: 10.1080/02671522.2013.878375.
Gibbs, J. C. (2010). Moral development and reality: Beyond the theories of Kohlberg and hoffman (2nd ed.). Thousand Oaks: Sage Publications Inc.
Gibbs, J. C. (2014). Moral development and reality: Beyond the theories of Kohlberg, Hoffman, and Haidt. New York
Gini, G., Pozzoli, T., Vieno, A., & Lenzi, M. (2014c). Bullying victimization at school and headache: A meta-analysis of observational studies. Headache, early view online. doi: 10.1111/head.12344
Hoffman, D. A. (2002). Issues in multilevel research: Theory, development, measurement, and analysis. In S. G. Rogelberg (Ed.), Handbook of research methods in industrial and organizational psychology (pp. 247–274). Malden: Blackwell Publishing.
Hymel, S., Schonert-Reichl, K. A., Bonanno, R. A., Vaillancourt, T., & Rocke Henderson, N. (2010). Bullying and morality. Understanding how good kids can behave badly. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools. An international perspective (pp. 101–118). New York: Routledge.
Lahelma, E. (2004). Tolerance and understanding? Students and teachers reflect on differences at school. Educational Research and Evaluation, 10, 3–19. CrossRef
Lenzi, M., Vieno, A., Gini, G., Pozzoli, T., Pastore, M., Santinello, M., et al. (2014). Perceived teacher unfairness, instrumental goals and bullying behavior in early adolescence. Journal of Interpersonal Violence. doi: 10.1177/0886260513511694.
Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 9–34). Routledge: New York.
Oser, F. K. (1986). Moral education and values education: The discourse perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 917–941). New York: Macmillan Publishing Company.
Pepler, D. J., & Craig, W. M. (1995). A peek behind the fence: Naturalistic observations of aggressive children with remote audiovisual recording. Developmental Psychology, 31, 548–553. Retrieved from http://www.apa.org/pubs/journals/dev/index.aspx. CrossRef
Pfetsch, J., Steffgen, G., Gollwitzer, M., & Ittel, A. (2011). Prevention of aggression in schools through a bystander intervention training. International Journal of Developmental Science, 5, 139–149. doi: 10.3233/dev-2011-11078.
Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior. School Psychology Review, 41, 47–65.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical Linear Models (2nd ed.). London: Sage.
Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15.
Sijtsema, J. J., Rambaran, J. A., Caravita, S. C. S., & Gini, G. (in press). Friendship selection and influence in bullying and defending: Effects of moral disengagement. Developmental Psychology
Sijtsema, J., Veenstra, R., Lindenberg, S. S., & Salmivalli, C. (2009). Empirical test of bullies’ status goals: Assessing direct goals, aggression, and prestige. Aggressive Behavior, 34, 1–11. doi: 10.1002/ab.20282.
Smith, P. K. (2010). Bullying in primary and secondary schools: Psychological and organizational comparisons. In S. R. Jimerson, S. M. Swearer, D. L. Espelage (Eds.), Handbook of bullying in schools. An international perspective (pp. 137–150). New York: Routledge.
Teräsahjo, T., & Salmivalli, C. (2003). ‘She is not actually bullied’: The discourse of harassment in student groups. Aggressive Behavior, 29, 134–154. CrossRef
Thornberg, R. (2013). School bullying as a collective action: Stigma processes and identity struggling. Children & Society. doi: 10.1111/chso.12058.
Thornberg, R., Pozzoli, T., Gini, G., & Jungert, T. (in press). Unique and interactive effects of moral emotions and moral disengagement on bullying and defending among school children. Elementary School Journal
Tisak, M. S., Tisak, J., & Goldstein, S. E. (2006). Aggression, delinquency, and morality: A social-cognitive perspective. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 611–632). Mahwah: Erlbaum.
- The Role of Individual and Collective Moral Disengagement in Peer Aggression and Bystanding: A Multilevel Analysis
- Springer US