Robert Thornberg
Biographic Data
| ID | 352690 |
|---|---|
| NAME | Robert Thornberg |
| GIVEN NAMES | Robert |
| FAMILY NAME | Thornberg |
| SIGNATURE | THORNBERG R |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0001-9233-3862 |
| VERIFIED | Yes |
| TOTAL WORKS | 87 |
| TOTAL CITATIONS | 325 |
| AUTHOR COUNT | 87 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Grounded Theory
Grounded theory (GT) occupies an important position within the interpretivist research paradigm and has strongly influenced the development of qualitative research over the past five decades. In this chapter, we introduce readers to GT methodology.GT aims to develop theory from data. First, we first trace the history and development of GT, including a brief introduction to its ‘schools’. Next, we present and examine GT’s core principles and featu…
Protection, preparation or processing support for medical students’ emotional challenges in work-based learning—a grounded theory
Research shows that students experience emotional challenges during work-based learning that may affect their professional becoming and well-being, but they seldom feel supported by clinical supervisors in coping with or learning from these situations. The aim of this study was to explore clinical supervisors’ role in supporting medical students’ experiences of emotional challenges in work-based learning. We conducted a constructivist grounded th…
Negotiating a safe changing process: Students’ experiences of (un)safety in school changing rooms
Adolescents' Experiences of Hate Speech and Psychological Needs: A Reflexive Thematic Analysis
INTRODUCTION: Adolescents are increasingly exposed to hate speech in both online and offline contexts, yet limited research has examined how such exposure is experienced and how it relates to adolescents' psychological needs and well-being. Drawing on Self-Determination Theory (SDT), this study explores how adolescents make sense of hate speech and how these experiences affect autonomy, competence, and relatedness in everyday peer and digital env…
An ethnographic study of school bullying, LGBTQI+ subjectivities and the institutional context of schooling in Sweden
While the connection between schooling and spatial factors has been emphasised in studies of bullying, few investigations have explored how these factors contribute to the marginalisation and bullying of students. There has also been limited research on LGBTQI+ marginalisation within the Swedish school context. In this study, we therefore explore the relations between school bullying, LGBTQI+ subjectivities, and the institutional context of schoo…
Study protocol for EthnoPRISE: An ethnographic study of peer sexual harassment in school
A scoping review of students’ changing room experiences in the context of physical education
Longitudinal links of negative student–teacher relationships and positive class climate with traditional bullying and cyberbullying perpetration
The current study aimed to investigate whether negative student–teacher relationships and within‐class perceptions of the class climate at the individual level, and positive class climates at the classroom level in fifth grade, were associated with traditional bullying and cyberbullying perpetration 1 year later, in sixth grade, in a sample of pre‐adolescents. A longitudinal study was conducted with 1318 Swedish students. Data were collected usin…
The Role of Parental Influences in Chinese Adolescents’ Academic Achievement through Shaping Friendship Network Dynamics
Parents and friends are critical social influences on adolescents’ academic achievement, yet how they function together within dynamic friendship networks remains insufficiently understood. This study examined how parental influences (autonomy support, behavioral control, psychological control, and educational expectations) interact with friendship selection and influence processes to shape academic achievement of Chinese adolescents. A total of …
Moral disengagement and defender self-efficacy and their associations with defending, unconcerned bystanding, and guilty bystanding in school bullying
The aim of the present study was to investigate whether moral disengagement and defender self-efficacy were related to defending, unconcerned bystanding, and guilty bystanding in school bullying among pre-adolescent students. In this study, 1168 pre-adolescent students from 74 upper elementary classrooms in 31 schools in Sweden completed a series of self-report scales. Through structural equation modeling, the study found that defending was posit…
Unveiling the Moral Disengagement Mechanisms in Environmentally Unfriendly Behaviors: A Mixed-Method Approach to Scale Development
Growing evidence suggests that the framework of moral disengagement is key to understanding individual behaviors in relation to the environmental crisis. We developed and validated the multi-dimensional Moral Disengagement mechanisms in Environmentally unfriendly Behaviors Scale (MD-EBS) using an exploratory sequential mixed-methods design. Study 1 highlighted a set of specific moral disengagement mechanisms. Study 2 revealed an eight-factor stru…
Keeping an Eye Out”: Students’ Experiences of School Personnel’s Noticing in Shaping or Hindering a Positive School Climate
A positive school climate is characterized by a higher degree of well-being among students, reduced bullying, and improved academic performance. While many initiatives are aimed at creating a positive school climate, discussions in both research and theory frequently fail to acknowledge the essential role of school personnel. This study examines a purposeful sample of Swedish middle-school students (4th to 9th grade) of school personnel’s noticin…
Mapping the language of professional vision: Exploring obstacles and strategies for stimulating a positive school climate in three Swedish middle schools
A positive school climate is both pivotal for opposing bullying and other degrading treatment and dependent upon a whole-school approach. Although a growing body of research emphasises the importance of both teachers' and staff's professional vision and related concepts as vital elements in stimulating a positive school climate, surprisingly few studies have explored the nuances, significance and use of teachers' and staff's professional vision i…
Inclusive education and the bullying involvement of boys with special educational needs at a Swedish elementary school
Previous research has found that students with special educational needs (SEN) are at increased risk of involvement in school bullying, that they tend to have fewer friends than non-SEN peers, and that they experience higher levels of emotional harm as a result. However, beyond discussions of their differential experiences in segregated and mainstream schooling, there has been little research into how broader school-level factors may contribute t…
How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5…
Well-functioning class climate and classroom prevalence of bullying victims: A short-term longitudinal class-Level path analysis
While research on how classroom climate impacts students’ bullying behavior has increased over past decades, studies on how a well-functioning class climate may impact the classroom prevalence of victims of bullying are scarce. Class climate refers to the quality of collective interpersonal relationships among students in a school class. Thus, in line with group socialization theory and the social climate framework, the present study aimed to exa…
I can move on: Exploring Bullied Students’ Perspectives on Speaking to a School Counselor—a Mixed Methods Study
From Dark Triad Personality Traits to Digital Harm: Mediating Cyberbullying Through Online Moral Disengagement
This study aimed to investigate (a) the relationships between the three dimensions of dark triad personality traits (narcissism, Machiavellianism, and psychopathy), moral disengagement, and cyberbullying perpetration, and (b) whether moral disengagement mediates the relationship between these traits and cyberbullying perpetration. Self-reported survey data were collected from 359 Irainian university students in Iran and analyzed using structural …
Reciprocal longitudinal associations of defender self‐efficacy with defending and passive bystanding in peer victimization
Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self‐efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted i…
Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study
Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents ( M age…
The caring adult role: Ethical reflections from an ethnographic study of school bullying
In this article, we contribute to a discussion of ethics within school bullying research by reflecting on our own recent ethnographic study into the relations between school bullying and the institutional context of schooling conducted at three elementary schools and one lower-secondary school in Sweden. We argue for a reflexive, responsive, and flexible adult researcher role when conducting ethnographic research into school bullying; what we ter…
Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure
The study aimed to explore bullying disclosures to teachers from the victims’ point of view, with a special focus on the influence of direct and indirect bullying and student-teacher relationship quality. A sequential explanatory mixed methods design was adopted. First, 190 students with bullying experience completed a questionnaire. Second, 20 students were interviewed. One of several of the findings revealed that students were more inclined to …
He’s actually very kind’: Bullying figurations and the call of capital
In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation betw…
Shaping Citizenship in the Classroom: Peer Influences on Moral Disengagement, Social Goals, and a Sense of Peer Community
Just shut out the world: Bullied adolescents’ structured recreational and sports activities and their relationship to wellbeing and friendship
Although bullied adolescents' leisure activities and friendships may impact their wellbeing, the leisure environments of bullied adolescents has received limited attention in previous research. The aim of this study was to explore bullied adolescents' perspectives on their out-of-school time, with a special focus on structured recreational and sports activities and how these relate to friendships and wellbeing. Based on interviews with 20 Swedish…
The pursuit of quality in grounded theory
This article introduces grounded theory and places this method in its historical context when 1960s quantitative researchers wielded harsh criticisms of qualitative research. The originators of grounded theory, sociologists Glaser and Strauss, sought to defend the quality of qualitative research and argued that grounded theory increased its quality by providing a method of theory construction. Our major foci include: (1) introducing the logic of …
The lack of professional knowledge in values education
School bullying and the mechanisms of moral disengagement
The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequenc…
School bullying and fitting into the peer landscape: A grounded theory field study
Research on school bullying has its roots in the field of developmental and educational psychology, and appeals to the need for a theoretical and methodological widening in order to grasp its ambiguity and complexity. The article draws on ethnographic fieldwork in which 144 pupils and seven teachers participated from seven school classes in three Swedish public primary schools. A constructivist grounded theory guided data gathering and analysis. …
Victimising of school bullying: A grounded theory
The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research…
Bystanders to bullying: Fourth- to seventh-grade students’ perspectives on their reactions
The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity …
Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: A class-level path analysis
The aim of the present study was to test whether teacher–student relationship (TSR) quality and student–student relationship (SSR) quality at class level and class moral disengagement (CMD), considered together in a single model, were related to class prevalence of victims (CPV) of bullying. A sample of 899 Swedish children was recruited from 43 elementary school classes. The participants filled out a questionnaire. Because the focus of the prese…
Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
A Student in Distress: Moral Frames and Bystander Behavior in School
The purpose of this study was to investigate and generate a grounded theory on how and why students behave as they do in school situations in which they witness another student in distress. Fieldwork and interviews were conducted in 2 Swedish elementary schools and guided by a grounded theory approach. The study resulted in a grounded theory of moral frames in bystander situations in school. In this study, 5 main moral frames of school have been …
Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy
The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in school bullying situations in late childhood. Self-reported survey data were collected from 1060 Swedish students from 70 classrooms in 29 schools. Multilevel analysis found that greater defender self-efficacy at i…
Measuring the prevalence of peer bullying victimization: Review of studies from Sweden during 1993–2017
Research into the prevalence of bullying is important to enable the correct allocation of resources to prevent and end bullying. One problem when gathering knowledge in how prevalent bullying is, is the considerable variation in percentage points in research studies. The aim of this study was to analyze how the estimated prevalence in Swedish national population-based studies of peer bullying victimization is related to how it is defined and meas…
The fear of being singled out: Pupils’ perspectives on victimisation and bystanding in bullying situations
The article explores 5th and 6th grade pupils' reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus group interviews conducted with 74 Swedish school pupils, who were asked for their perspectives on the various participant roles depicted in a bullying vignette. The findings were analysed using methods from constructivist grounded theory and through the th…
Moral Disengagement of Pure Bullies and Bully/Victims: Shared and Distinct Mechanisms
Moral and citizenship educational goals in values education: A cross-cultural study of Swedish and Turkish student teachers' preferences
Juridification and judgement calls: Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitati…
Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysis
The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50…
Inconsistencies in everyday patterns of school rules
The aim of this study is to investigate and explain inconsistencies within the social constructions of school rules as they take shape in everyday interactions between teachers and students, and to explore how students interpret these inconsistencies. An ethnographic study is conducted in two primary schools in Sweden. According to the findings, implicit rules, i.e., unarticulated supplements or exceptions, can, at least in part, explain inconsis…
Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying
The aim of the study was to examine Swedish school pupils' perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas we…
Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure
The study aimed to explore bullying disclosures to teachers from the victims’ point of view, with a special focus on the influence of direct and indirect bullying and student-teacher relationship quality. A sequential explanatory mixed methods design was adopted. First, 190 students with bullying experience completed a questionnaire. Second, 20 students were interviewed. One of several of the findings revealed that students were more inclined to …
Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study
The overall objective of this study was to examine the links between teacher–student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were collected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and const…
Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression
Adolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a shor…
Bystander behaviour in peer victimisation: Moral disengagement, defender self-efficacy and student-teacher relationship quality
The aim of this study was to examine how different bystander roles in peer victimisation situations relate to moral disengagement, defender self-efficacy, and student-teacher relationship quality. Self-reported survey data were collected from 333 middle and junior high school students (10-15 years of age) from four schools in Sweden. Random intercept model analyses of factor scores revealed that, when witnessing peer victimisation, students high …
Judging by the cover”: A grounded theory study of bullying towards same-country and immigrant peers
School democratic meetings: Pupil control discourse in disguise
Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization
Teachers have a major impact on students’ social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical,…
Inconsistencies in everyday patterns of school rules
The aim of this study is to investigate and explain inconsistencies within the social constructions of school rules as they take shape in everyday interactions between teachers and students, and to explore how students interpret these inconsistencies. An ethnographic study is conducted in two primary schools in Sweden. According to the findings, implicit rules, i.e., unarticulated supplements or exceptions, can, at least in part, explain inconsis…
A classmate in distress: Schoolchildren as bystanders and their reasons for how they act
It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules
Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and …
The lack of professional knowledge in values education
School children’s reasoning about school rules
School rules are usually associated with classroom management and school discipline. However, rules also define ways of thinking about oneself and the world. Rules are guidelines for actions and for the evaluation of actions in terms of good and bad, or right and wrong, and therefore a part of moral or values education in school. This study is a part of a larger ethnographic study on values education in the everyday life of school. Here the focus…
Rules in Everyday School Life: Teacher Strategies Undermine Pupil Participation
The aim of this study is to examine the strategies which teachers use in their everyday interactions with pupils to work with and uphold school and classroom rules and to what extent their rule-work strategies give pupils opportunities to have a say and participate in rule-making. The study is based on fieldwork in two Swedish primary schools. According to the findings, the teachers use four main rule-work strategies: (a) assertion, (b) explanati…
School democratic meetings: Pupil control discourse in disguise
A Student in Distress: Moral Frames and Bystander Behavior in School
The purpose of this study was to investigate and generate a grounded theory on how and why students behave as they do in school situations in which they witness another student in distress. Fieldwork and interviews were conducted in 2 Swedish elementary schools and guided by a grounded theory approach. The study resulted in a grounded theory of moral frames in bystander situations in school. In this study, 5 main moral frames of school have been …
She’s Weird!’— The Social Construction of Bullying in School: A Review of Qualitative Research
Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning‐making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullyi…
Bystander Motivation in Bullying Incidents: To Intervene of Not to Intervene?
INTRODUCTION: This research sought to extend knowledge about bystanders in bullying situations with a focus on the motivations that lead them to different responses. The 2 primary goals of this study were to investigate the reasons for children's decisions to help or not to help a victim when witnessing bullying, and to generate a grounded theory (or conceptual framework) of bystander motivation in bullying situations. METHODS: Thirty students ra…
Informed Grounded Theory
There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a c…
A Grounded Theory of Collaborative Synchronizing in Relation to Challenging Students
The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students’ academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative i…
Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self‐efficacy
The aim of the present study was to investigate how basic moral sensitivity in bullying, moral disengagement in bullying and defender self‐efficacy were related to different bystander behaviors in bullying. Therefore, we examined pathways that linked students' basic moral sensitivity, moral disengagement, and defender self‐efficacy to different bystander behaviors in bullying situations. Three hundred and forty‐seven teenagers completed a bullyin…
Victimising of school bullying: A grounded theory
The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research…
Grounded Theory and Theoretical Coding
Bystanders to bullying: Fourth- to seventh-grade students’ perspectives on their reactions
The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity …
School bullying and the mechanisms of moral disengagement
The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequenc…
School Bullying as a Collective Action: Stigma Processes and Identity Struggling
The aim of this study was to investigate the collective action of bullying and its stigma processes and influences on identities. In accordance with interactionism, identity is a social process, constructed and reconstructed in everyday social interactions. Ethnographic fieldwork was conducted in four school classes, investigating six bullying cases. Grounded theory methods were used to explore and analyse data. Co‐constructing differentness was …
Distressed Bullies, Social Positioning and Odd Victims: Young People's Explanations of Bullying
The aim of the present study was to investigate to what degree teenagers agree with bullying explanation statements that could be categorised as the odd victim explanation, bully's social positioning explanation, or the distressed bully explanation. A second aim was to investigate how these types of bullying explanations might be associated with gender and self‐reported prior bullying roles. Three hundred and fifty teenagers, attending three uppe…
Moral and citizenship educational goals in values education: A cross-cultural study of Swedish and Turkish student teachers' preferences
Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis
Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
A categorisation of teacher feedback in the classroom: A field study on feedback based on routine classroom assessment in primary school
The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in 4 primary school classrooms, including a total of 4 teachers and 75 students. A constructivist grounded…
Showing friendship, fighting back, and getting even: Resisting bullying victimization within adolescent girls’ friendships
Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victi…
Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysis
The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50…
Psychology (74 works) · Bullying, Victimization, and Aggression (54 works) · Social Psychology (54 works) · Sociology (36 works) · Developmental psychology (35 works) · Social Psychology (35 works) · Youth Development and Social Support (27 works) · Pedagogy (25 works) · Qualitative research (24 works) · Poison control (23 works)