The literature on participant roles in bullying lacks empirical studies that seek to explain what differentiates defenders from outsiders (or passive bystanders). The present study tested a conceptual model in which two personal characteristics of early adolescent students (empathy and perceived social self-efficacy) were considered as possible determinants of their participant behavior in bullying episodes. A total of 294 Italian early adolescents (mean age=13.3 years, range: 12-14) participated in the study. The structural equation modeling showed that high levels of empathic responsiveness were positively associated with both active defending and passive bystanding behavior, as assessed through peer nominations. In contrast, high levels of social self-efficacy were associated with helping behavior, whereas low levels of social self-efficacy were associated with passive bystanding behavior. Results are discussed in terms of theoretical and practical implications for researchers and educational practitioners. © 2007 The Association for Professionals in Services for Adolescents.

Determinants of adolescents' active defending and passive bystanding behavior in bullying

GINI, GIANLUCA;ALBIERO, PAOLO;BENELLI, BEATRICE;ALTOE', GIANMARCO
2008

Abstract

The literature on participant roles in bullying lacks empirical studies that seek to explain what differentiates defenders from outsiders (or passive bystanders). The present study tested a conceptual model in which two personal characteristics of early adolescent students (empathy and perceived social self-efficacy) were considered as possible determinants of their participant behavior in bullying episodes. A total of 294 Italian early adolescents (mean age=13.3 years, range: 12-14) participated in the study. The structural equation modeling showed that high levels of empathic responsiveness were positively associated with both active defending and passive bystanding behavior, as assessed through peer nominations. In contrast, high levels of social self-efficacy were associated with helping behavior, whereas low levels of social self-efficacy were associated with passive bystanding behavior. Results are discussed in terms of theoretical and practical implications for researchers and educational practitioners. © 2007 The Association for Professionals in Services for Adolescents.
File in questo prodotto:
File Dimensione Formato  
Gini Albiero Benelli Altoè 2008.pdf

non disponibili

Tipologia: Published (publisher's version)
Licenza: Accesso privato - non pubblico
Dimensione 195.11 kB
Formato Adobe PDF
195.11 kB Adobe PDF Visualizza/Apri   Richiedi una copia
Pubblicazioni consigliate

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/2471841
Citazioni
  • ???jsp.display-item.citation.pmc??? 24
  • Scopus 264
  • ???jsp.display-item.citation.isi??? 237
social impact