Links from Teacher Beliefs to Peer Victimization and Bystander Intervention

Tests of Mediating Processes

Dados Bibliográficos

ID11670798
AutoresJoel M Hektner (0000-0002-8420-9885, North Dakota State University, Fargo, autor correspondente), Christopher A Swenson (North Dakota State University, Fargo)
Ano2011
Volume32
Fascículo4
Páginas516-536
Data de publicação2011-03-23
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Journal of Early Adolescence (JOURNAL)
Identificadores do periódicoISSN: 0272-4316 • E-ISSN: 1552-5449
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431611402502
OpenAlexW2167073970
IdiomaEN
Citações recebidas42
Referências citadas34

In an attempt to explicate how cultural norms within a school could impact bullying, the current study assessed potential mediators of the relationship between teacher beliefs about bullying and actual peer victimization and inclinations of students to intervene when they witness bullying. Participants were 340 third through eighth graders and 66 of their teachers. Results showed that teachers with stronger beliefs that bullying is normative were less likely to intervene to stop bullying, and lack of intervention was in turn related to higher levels of peer victimization in their school. Furthermore, the beliefs of teachers that victims should assert themselves were linked to lower levels of peer empathy for victims, which in turn made peers less inclined to intervene. Teacher intervention and peer empathy, as mediators, were linked to student levels of victimization and willingness to intervene both between-school-grade cohorts and within-grade cohorts at an individual perceptual level

Bystander effect · Developmental psychology · Empathy · Intervention (counseling · Normative · Peer group · Peer victimization · Perception · Poison control · Suicide prevention · Witness · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Medicine · Plant Virus Research Studies · Psychology · Social Psychology