Björn Sjögren
Biographic Data
| ID | 4460479 |
|---|---|
| NAME | Björn Sjögren |
| GIVEN NAMES | Björn |
| FAMILY NAME | Sjögren |
| SIGNATURE | SJÖGREN B |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0001-9466-9829 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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…
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…
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…
Testing the reciprocal longitudinal association between pro-aggressive bystander behavior and diffusion of responsibility in Swedish upper elementary school students
The overall objective of this study was to investigate the longitudinal association between diffusion of responsibility and pro-aggressive bystander behavior across three time points in upper elementary education. This three-wave longitudinal study included 1905 Swedish students who completed a questionnaire in at least one of the three waves: the fourth ( M age = 10.56), fifth ( M age = 11.55), and/or sixth grades ( M age = 12.58). Both traditio…
A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate
The aim of the current study was to examine whether students’ perceptions of teacher support at an individual-level, teacher support and well-functioning class climate at classroom-level, and teacher support and well-functioning class climate at school-level were associated with peer victimization. Data were obtained from a Student School Survey administered by the selected Swedish municipality. Multilevel analyses were based on 5,646 students in…
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,…
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 …
Associations between individual and collective efficacy beliefs and students' bystander behavior
This study examined whether defending and passive bystanding during peer victimization episodes were associated with individual‐ and classroom‐level efficacy to stop peer victimization. Self‐report survey data were analyzed from 1,467 Swedish fourth‐grade students (mean age = 10.55) from 100 classrooms in 63 schools. Multilevel analyses revealed that, when witnessing peer victimization, students more often defended victims if they were high in de…
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 …
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,…
A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate
The aim of the current study was to examine whether students’ perceptions of teacher support at an individual-level, teacher support and well-functioning class climate at classroom-level, and teacher support and well-functioning class climate at school-level were associated with peer victimization. Data were obtained from a Student School Survey administered by the selected Swedish municipality. Multilevel analyses were based on 5,646 students in…
Associations between individual and collective efficacy beliefs and students' bystander behavior
This study examined whether defending and passive bystanding during peer victimization episodes were associated with individual‐ and classroom‐level efficacy to stop peer victimization. Self‐report survey data were analyzed from 1,467 Swedish fourth‐grade students (mean age = 10.55) from 100 classrooms in 63 schools. Multilevel analyses revealed that, when witnessing peer victimization, students more often defended victims if they were high in de…
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 …
Testing the reciprocal longitudinal association between pro-aggressive bystander behavior and diffusion of responsibility in Swedish upper elementary school students
The overall objective of this study was to investigate the longitudinal association between diffusion of responsibility and pro-aggressive bystander behavior across three time points in upper elementary education. This three-wave longitudinal study included 1905 Swedish students who completed a questionnaire in at least one of the three waves: the fourth ( M age = 10.56), fifth ( M age = 11.55), and/or sixth grades ( M age = 12.58). Both traditio…
A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate
The aim of the current study was to examine whether students’ perceptions of teacher support at an individual-level, teacher support and well-functioning class climate at classroom-level, and teacher support and well-functioning class climate at school-level were associated with peer victimization. Data were obtained from a Student School Survey administered by the selected Swedish municipality. Multilevel analyses were based on 5,646 students in…
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,…
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…
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…
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…
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 …
Bullying, Victimization, and Aggression (11 works) · Developmental psychology (9 works) · Psychology (9 works) · Social Psychology (9 works) · Longitudinal study (6 works) · Peer victimization (6 works) · Poison control (6 works) · Youth Development and Social Support (6 works) · Bystander effect (5 works) · Social Psychology (5 works)