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- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Bystanders of Ethnic Victimization : Do Classroom Context and Teachers’ Approach Matter for How Adolescents Intend to Act?
- 2022
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Ingår i: Child Development. - : John Wiley & Sons. - 0009-3920 .- 1467-8624. ; 93:5, s. 1540-1558
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Tidskriftsartikel (refereegranskat)abstract
- The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (M-age = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter-ethnic contact norms in class were positively associated with intention to comfort the victim. Teachers' non-tolerance of ethnic victimization was positively related to adolescents' intentions to ask the perpetrator to stop and talk to teacher. The effects were the same across adolescents with different attitudes toward immigrants. Findings highlight the importance of class context and teachers in fostering adolescents' prosocial and assertive interventions in bias-based hostile behaviors.
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- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Understanding the association between moral disengagement and ethnic victimization : roles of bystanders in class
- 2024
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Ingår i: European Journal of Developmental Psychology. - : Routledge. - 1740-5629 .- 1740-5610. ; 21:4, s. 644-662
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Tidskriftsartikel (refereegranskat)abstract
- The current study examined whether bystander behaviours in class were associated with being perpetrators of ethnic victimization and whether they moderated the association between disengagement from morality and perpetrating ethnic-based victimization. The sample included 1065 adolescents residing in Sweden (Mage = 13.12, SD=.42; 55% males) from the first wave of a three-year longitudinal study. Students completed self-report measures. The results showed that adolescents with high levels of moral disengagement had greater likelihood of engagement in ethnic victimization. At the classroom level, lower levels of defending intentions and higher levels of reinforcing behaviours were related to higher likelihood of engagement in ethnic victimization. None of the cross-level interactions between moral disengagement and classroom-level bystander behaviours were statistically significant. Together, these findings suggest that intervention programmes designed to reduce bias-based hostile behaviours in schools may focus on promoting defending behaviours in class. However, the findings also highlight that targeting social context (or at least bystanders in class) might not be sufficient by itself to intervene with morally disengaged adolescents' involvement in ethnic victimization. Intervention efforts may also benefit from including specific components targeting moral disengagement mechanisms.
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- Bobba, Beatrice, et al.
(författare)
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Student-teacher relationships and sense of academic futility : Longitudinal associations among early adolescents of immigrant and non-immigrant background
- 2024
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Ingår i: British Journal of Developmental Psychology. - : John Wiley & Sons. - 0261-510X .- 2044-835X.
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Tidskriftsartikel (refereegranskat)abstract
- Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student-teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.
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