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 selfefficacy) were considered as possible determinants of their participant behavior in bullying episodes. A total of 294 Italian early adolescents (mean age ¼ 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.

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 selfefficacy) were considered as possible determinants of their participant behavior in bullying episodes. A total of 294 Italian early adolescents (mean age ¼ 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.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/2471841
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