Stability and Change of Outsider Behavior in School Bullying: The Role of Shame and Guilt in a Longitudinal Perspective

Autor/inn/en	Mazzone, Angela; Camodeca, Marina; Salmivalli, Christina
Titel	Stability and Change of Outsider Behavior in School Bullying: The Role of Shame and Guilt in a Longitudinal Perspective
Quelle	In: Journal of Early Adolescence, 38 (2018) 2, S.164-177 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431616659560
Schlagwörter	Student Behavior; Bullying; Anxiety; Regression (Statistics); Longitudinal Studies; Student Attitudes; Foreign Countries; Prosocial Behavior; Grade 4; Grade 6; Grade 7; Correlation; Victims; Preadolescents; Questionnaires; Statistical Analysis; Italy + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Mobbing; Angst; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Korrelation; Victim; Opfer; Pre-adolescence; Präadoleszenz; Fragebogen; Statistische Analyse; Italien
Abstract	We analyzed developmental changes in outsider behavior, testing whether the likelihood that it turns into bullying or defending over time depends on the individual proneness to feel shame or guilt. Participants were 155 preadolescents (72 boys and 83 girls; [X-bar][subscript age] at T1 = 10.74 years). Bullying, defending, and outsider behaviors were assessed twice by peer nominations. Shame- and guilt-proneness were assessed at T1 by a self-report questionnaire. All behaviors appeared quite stable; however, regression analyses revealed that shame and guilt were associated with outsider developmental pathway. In particular, students steadily presented outsider behavior after a 9-month period if they showed low guilt or high shame at T1. Results are discussed in terms of future directions for research and interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01