The Role of Individual Correlates and Class Norms in Defending and Passive Bystanding Behavior in Bullying: A Multilevel Analysis

Autor/inn/en	Pozzoli, Tiziana; Gini, Gianluca; Vieno, Alessio
Titel	The Role of Individual Correlates and Class Norms in Defending and Passive Bystanding Behavior in Bullying: A Multilevel Analysis
Quelle	In: Child Development, 83 (2012) 6, S.1917-1931 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01831.x
Schlagwörter	Bullying; Teacher Characteristics; Holistic Approach; Peer Influence; Role; Correlation; Behavior Standards; Foreign Countries; Regression (Statistics); Middle School Students; Victims; Intervention; Program Development; Grade 4; Grade 5; Elementary School Students; Italy + Suchen Sie Ihr Suchwort? Mobbing; Holistischer Ansatz; Rollen; Korrelation; Ausland; Regression; Regressionsanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Victim; Opfer; Programmplanung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Italien
Abstract	This study investigates possible individual and class correlates of defending and passive bystanding behavior in bullying, in a sample of 1,825 Italian primary school (mean age = 10 years 1 month) and middle school (mean age = 13 years 2 months) students. The findings of a series of multilevel regression models show that both individual (e.g., provictim attitudes and perceived peer pressure for intervention) and class characteristics (e.g., class provictim attitudes, peer injunctive norms, and descriptive norms) help explain defending and passive bystanding behavior in bullying. These results significantly expand previous findings in this field, by demonstrating the need for a social-ecological approach to the study of the different aspects of bullying. Implications for antibullying programs are discussed. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10