Why Do Bystanders of Bullying Help or Not? A Multidimensional Model

Autor/inn/en	Pozzoli, Tiziana; Gini, Gianluca
Titel	Why Do Bystanders of Bullying Help or Not? A Multidimensional Model
Quelle	In: Journal of Early Adolescence, 33 (2013) 3, S.315-340 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431612440172
Schlagwörter	Foreign Countries; Bullying; Models; Childhood Attitudes; Responsibility; Intervention; Coping; Peer Relationship; Expectation; Parents; Children; Early Adolescents; Structural Equation Models; Predictor Variables; Context Effect; Individual Characteristics; Peer Influence; Elementary School Students; Middle School Students; Questionnaires; Measures (Individuals); Tables (Data); Italy + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Analogiemodell; Verantwortungsübernahme; Zuständigkeit; Bewältigung; Peer-Beziehungen; Expectancy; Erwartung; Eltern; Child; Kind; Kinder; Prädiktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Messdaten; Tabelle; Italien
Abstract	The authors employed Latane and Darley's model about bystanders' behavior to explain children's active defending and passive bystanding behavior in school bullying. The three central steps of the model were operationalized by measuring provictim attitudes, personal responsibility for intervention, and coping strategies. Moreover, the role of perceived expectations from parents and peers was investigated. A total of 759 children and 995 early adolescents participated. The findings from structural equation modeling (SEM) confirmed the hypothesized relationships and the impact of perceived peer and parent pressure on nearly all the study variables. The model was confirmed for both age groups, with only a few differences in the paths' magnitudes, and the model demonstrated the importance of considering both strictly individual characteristics and contextual variables. These results substantially expand previous findings and have potential interest for both researchers and educators. (Contains 3 figures, 2 tables, and 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10