Literaturnachweis - Detailanzeige
| Autor/inn/en | Palomera, Raquel; Fernández-Rouco, Noelia; Briones, Elena; González-Yubero, Sara |
|---|---|
| Titel | Adolescent Bystanders' Responses and the Influence of Social Values on Applying Bullying and Cyberbullying Strategies |
| Quelle | In: Journal of School Violence, 20 (2021) 4, S.523-535 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Palomera, Raquel) ORCID (Fernández-Rouco, Noelia) ORCID (Briones, Elena) ORCID (González-Yubero, Sara) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1538-8220 |
| DOI | 10.1080/15388220.2021.1979017 |
| Schlagwörter | Social Values; Bullying; Computer Mediated Communication; Intervention; Peer Relationship; Student Attitudes; Correlation; Prevention; High School Students; Gender Differences; Measures (Individuals); Foreign Countries; Spain |
| Abstract | This study explores the responses used by bullying or cyberbullying bystanders at school (Study 1) and analyzes the influence that values have on applying these strategies (Study 2). A total of 638 students (44.1% boys; 55.9% girls) aged 10 to 18 (M = 13, SD = 1.76) who had witnessed some form of bullying or cyberbullying participated in the study. Of these, 145 (44.6% boys; 55.4% girls) aged between 10 to 17 (M = 12.8, SD = 1.76) responded to how they had dealt with the situation. A mixed research methodology was applied. The results showed that adolescent bystanders primarily engaged in proactive strategies. Furthermore, social values appear to be associated with actions to support the victim and may act as preventive factors for other maladaptive responses. These results provide an indicator to consider in the school's efforts to support social coexistence. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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