Predicting Bystander Intervention among Middle School Students

Autor/inn/en	Menolascino, Nicole; Jenkins, Lyndsay N.
Titel	Predicting Bystander Intervention among Middle School Students
Quelle	In: School Psychology Quarterly, 33 (2018) 2, S.305-313 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000262
Schlagwörter	Predictor Variables; Audiences; Prosocial Behavior; Intervention; Middle School Students; Bullying; Empathy; Models; Gender Differences; Student Responsibility; Likert Scales; Children; Self Concept Measures; Multiple Regression Analysis; Piers Harris Childrens Self Concept Scale + Suchen Sie Ihr Suchwort? Prädiktor; Spectator; Zuschauer; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mobbing; Empathie; Analogiemodell; Geschlechterkonflikt; Likert-Skala; Child; Kind; Kinder
Abstract	Bullying is a prevalent issue in schools, and the importance of involving bystanders in bullying prevention has been recognized; however, there are few studies that examine personal characteristics that relate to the five steps of Latané and Darley's (1970) Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined cognitive and affective empathy and perceived popularity and their relation to each of the five steps of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), as well as explored if gender changed those relations. With a sample of 346 sixth to eighth grade students, we found a negative relation between perceived popularity and noticing bullying events. For boys, higher affective empathy was associated with a greater likelihood of interpreting bullying as an emergency and accepting responsibility for intervening, but for girls, their perception of bullying as an emergency and accepting responsibility was stable regardless of their level of affective empathy. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01