Students' Views of Factors Affecting Their Bystander Behaviors in Response to School Bullying: A Cross-Collaborative Conceptual Qualitative Analysis

Autor/inn/en	Forsberg, Camilla; Wood, Laura; Smith, Jennifer; Varjas, Kris; Meyers, Joel; Jungert, Tomas; Thornberg, Robert
Titel	Students' Views of Factors Affecting Their Bystander Behaviors in Response to School Bullying: A Cross-Collaborative Conceptual Qualitative Analysis
Quelle	In: Research Papers in Education, 33 (2018) 1, S.127-142 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thornberg, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1271001
Schlagwörter	Bullying; Qualitative Research; Victims; Student Attitudes; Intervention; Foreign Countries; Decision Making; Cultural Context; Cooperation; Responsibility; Psychological Patterns; Cross Cultural Studies; Semi Structured Interviews; Elementary School Students; Middle School Students; Student Characteristics; Immigrants; Ethnicity; Sweden; United States + Suchen Sie Ihr Suchwort? Mobbing; Qualitative Forschung; Victim; Opfer; Schülerverhalten; Ausland; Decision-making; Entscheidungsfindung; Co-operation; Kooperation; Verantwortungsübernahme; Zuständigkeit; Cultural comparison; Kulturvergleich; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Ethnizität; Schweden; USA
Abstract	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 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students' bystander acts vary depending on situational factors that influence bystanders' interpretations of bullying and decision-making about how to respond to observed bullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01