Bystander Behaviour in Peer Victimisation: Moral Disengagement, Defender Self-Efficacy and Student-Teacher Relationship Quality

Autor/inn/en	Sjögren, Björn; Thornberg, Robert; Wänström, Linda; Gini, Gianluca
Titel	Bystander Behaviour in Peer Victimisation: Moral Disengagement, Defender Self-Efficacy and Student-Teacher Relationship Quality
Quelle	In: Research Papers in Education, 36 (2021) 5, S.588-610 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjögren, Björn) ORCID (Thornberg, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1723679
Schlagwörter	Peer Relationship; Bullying; Victims; Moral Values; Self Efficacy; Teacher Student Relationship; Correlation; Junior High School Students; Middle School Students; Early Adolescents; Student Behavior; Reinforcement; Age Differences; Gender Differences; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Mobbing; Victim; Opfer; Moral value; Ethischer Wert; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student behaviour; Schülerverhalten; Positive Verstärkung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ausland; Schweden
Abstract	The aim of this study was to examine how different bystander roles in peer victimisation situations relate to moral disengagement, defender self-efficacy, and student-teacher relationship quality. Self-reported survey data were collected from 333 middle and junior high school students (10-15 years of age) from four schools in Sweden. Random intercept model analyses of factor scores revealed that, when witnessing peer victimisation, students high in moral disengagement and low in defender self-efficacy were more inclined to act as reinforcers or outsiders, and that students high in defender self-efficacy and student-teacher relationship quality were more inclined to act as defenders. Furthermore, examining these relationships within and between classes revealed that reinforcer and outsider behaviours were more common among students who, compared to their classmates, were higher in moral disengagement and lower in defender self-efficacy, whereas defending was more common among students who, compared to their classmates, were higher in defender self-efficacy. The results enrich the knowledge of factors related to different bystander behaviours, which has potential implications for prevention and intervention work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01