Bystander Intervention in Bullying: Role of Social Skills and Gender

Autor/inn/en	Jenkins, Lyndsay N.; Nickerson, Amanda B.
Titel	Bystander Intervention in Bullying: Role of Social Skills and Gender
Quelle	In: Journal of Early Adolescence, 39 (2019) 2, S.141-166 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617735652
Schlagwörter	Audiences; Intervention; Bullying; Role; Interpersonal Competence; Gender Differences; Grade 6; Grade 7; Grade 8; Middle School Students; Prevention; Empathy; Predictor Variables; Adolescents; Rural Youth; Rural Areas + Suchen Sie Ihr Suchwort? Spectator; Zuschauer; Mobbing; Rollen; Interpersonale Kompetenz; Geschlechterkonflikt; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prävention; Vorbeugung; Empathie; Prädiktor; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rural area; Rural areas; Youth; Ländlicher Raum
Abstract	The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 299 sixth- to eighth-grade students. Analyses revealed that girls reported significantly greater cooperation and empathy, and noticed bullying events, interpreted them as an emergency, and intervened more often than boys. The best fitting structural equation model included both empathy and cooperation, with significant positive path coefficients between empathy and bystander intervention. Students with greater empathy were more likely to engage with each step of the model, except noticing the event. Assertiveness was positively associated and cooperation was negatively associated with greater knowledge of how to intervene. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01