Early Adolescents' Participation in Bullying: Is ToM Involved?

Autor/inn/en	Caravita, Simona C. S.; Di Blasio, Paola; Salmivalli, Christina
Titel	Early Adolescents' Participation in Bullying: Is ToM Involved?
Quelle	In: Journal of Early Adolescence, 30 (2010) 1, S.138-170 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431609342983
Schlagwörter	Social Status; Bullying; Peer Acceptance; Empathy; Peer Relationship; Cognitive Processes; Victims of Crime; Psychological Patterns; Interpersonal Competence; Gender Differences; Elementary School Students; Interviews; Questionnaires; Social Influences; Grade 4; Grade 5; Preadolescents + Suchen Sie Ihr Suchwort? Sozialer Status; Mobbing; Empathie; Peer-Beziehungen; Cognitive process; Kognitiver Prozess; Victim; Victims; Crime; Opfer; Verbrechen; Interpersonale Kompetenz; Geschlechterkonflikt; Interviewing; Interviewtechnik; Fragebogen; Sozialer Einfluss; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Pre-adolescence; Präadoleszenz
Abstract	The present study investigated the role of theory of mind (ToM) skills in three forms of involvement in bullying: ringleader bullying, defending the victim(s), and victimization. Individual (affective empathy) and interpersonal variables (social preference and perceived popularity) were assumed to moderate the associations between ToM and the ways of being involved in bullying. Moderation effects by gender were also explored. Participants were 211 primary school pupils (average age = 10 years and 2 months, SD = 6 months), who took part in a ToM interview and filled in self- and peer-report questionnaires on empathy, social status, and involvement in bullying. ToM skills were positively linked to defending, and among boys this association was further strengthened by social preference. Practical implications include the need to focus on both peer relationships (i.e., status) and emotional characteristics (i.e., empathy) when trying to motivate youth with good cognitive skills to actively defend their victimized classmates. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10