Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator?

Autor/inn/en	Doumas, Diana M.; Midgett, Aida; Peck, Matt
Titel	Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator?
Quelle	In: Journal of Applied School Psychology, 39 (2023) 3, S.244-267 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doumas, Diana M.) ORCID (Midgett, Aida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2022.2152917
Schlagwörter	Elementary School Students; Gender Differences; Bullying; Audiences; Self Esteem; Intervention; Training; Program Effectiveness; Correlation; Student Role; School Psychologists; Grade 3; Grade 4; Grade 5; Grade 6; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mobbing; Spectator; Zuschauer; Self-esteem; Selbstaufmerksamkeit; Ausbildung; Korrelation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized females would report using defending behaviors more frequently than males post-training and that baseline self-esteem would moderate this relationship. Findings partially supported our hypotheses. Specifically, for "Turning it Over" (i.e., reporting bullying to an adult) and "Coaching Compassion" (i.e., gently confronting the perpetrator to communicate their behavior is not acceptable), the gender x self-esteem interaction was significant, suggesting that females with high self-esteem were most likely to use these defending behaviors post-training. In contrast, for "Stealing the Show" (i.e., using their sense of humor to distract the peer audience's attention away from the target), high self-esteem was positively associated with frequency of using this defending behavior for both males and females. For "Accompanying Others" (i.e., reaching out to the target to offer support), females used this strategy more frequently than males, and self-esteem was not a significant moderator. Findings highlight the importance of gender and self-esteem as significant factors that influence whether or not bystanders defend targets of bullying post-training. Implications for bystander training in school-based bullying prevention programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01