| 1. |
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| 2. |
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| 3. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Children’s conceptions of bullying and repeated conventional transgressions : Moral, conventional, structuring and personal-choice reasoning
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:1, s. 95-111
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Tidskriftsartikel (refereegranskat)abstract
- This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning.
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| 4. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Older Teenagers’ Explanations of Bullying
- 2012
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Ingår i: Child and Youth Care Forum. - : Springer Science and Business Media LLC. - 1053-1890 .- 1573-3319. ; 41:4, s. 327-342
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundIn accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation.ObjectiveThe aim of the present study was to explore how older teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender.MethodsTwo hundred and fifteen Swedish students in upper secondary school responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data.ResultsThe qualitative analysis resulted in three main categories and nine subcategories regarding accounts of bullying causes. According to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared to boys.ConclusionsThe findings provide insights into older teenagers’ understanding of why bullying occurs in school. The study also identified some gender differences but also some mixed findings regarding gender differences in comparison with previous research with younger participants. The authors concluded that more research has to be done to investigate age and gender differences.
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| 9. |
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| 10. |
- Alsaadi, Sarah, 1987-, et al.
(författare)
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Collective moral disengagement at school : A validation of a scale for Swedish children
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study was to evaluate a recently developed classroom collective moral disengagement scale (CMD). The 18-item scale was evaluated on a sample of 1626 fourth grade students in Sweden. Through confirmatory factor analysis, the unidimensional structure of the scale was verified, and the internal consistency was good. The scale is related to individual moral disengagement and to bullying behavior both on an individual level, which supports the criteria validity of the scale and on class level, which supports the construct validity of the scale. Multigroup analyses demonstrated measurement invariance across gender. These results indicate that the scale can be used in studies on CMD, and girls’ and boys’ mean scores may be compared.
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| 11. |
- Alvarez-Garcia, David, et al.
(författare)
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Validation of a Scale for Assessing Bystander Responses in Bullying
- 2021
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Ingår i: Psicothema (Oviedo). - : Colegio Oficial de Psicologos de Asturias. - 0214-9915 .- 1886-144X. ; 33:4, s. 623-630
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Tidskriftsartikel (refereegranskat)abstract
- Background: This study sought to analyse the metric properties of the scores obtained with an adaptation of the Student Bystander Behaviour Scale (SBBS; Thornberg & Jungert, 2013) in Spanish primary-school students and to examine the types of responses students reported as witnesses to school bullying, along with their relationship to empathy. Method: The Spanish adaptation of the SBBS and a self-report questionnaire about empathy were given to 1108 primary-school students, aged 9-11 years old (48.4% girls) in Asturias (Spain). The students were from 29 schools, selected by simple random sampling from all of the primary schools in the region. Results: Exploratory and confirmatory factor analysis indicated that the adapted version, like the original SBBS, measured three types of witness response to school bullying: defender, passive, and pro-bully. Most students reported that they defended, or would defend, the victim. This trend was more marked in those who had not witnessed bullying. The type of response to bullying was related to empathy, positively with defender responses, and negatively with passive and pro-bully responses. Conclusions: The scores from the adapted version of the SBBS demonstrated metrics of reliability and validity suitable for identifying the type of response to school bullying from primary-school students.
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| 12. |
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| 13. |
- Anderström, Helena, 1979-
(författare)
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Lärares samtal om etik : Sociala representationer av etikundervisning på mellanstadiet inom ramen för de samhällsorienterande ämnena
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education.The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies.The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education.
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| 14. |
- Arneback, Emma
(författare)
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Med kränkningen som måttstock : om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to map and analyse planned responses to expressions of racism in upper secondary schools. Three questions are in focus: (1) What courses of action, in response to expressions of racism, are advocated in philosophical texts and equal treatment plans for upper secondary schools? (2) What consequences have these courses of action for the formation of the mission of schools, the responsibility of teachers, and the limits of free speech? (3) What kinds of expressions of racism are these courses of action intended to be a response to? The study takes its point of departure in two theoretical traditions: Pierre-André Taguieff’s categorisations of racism are used to define the problem in the dissertation, while John Dewey’s moral philosophy provides the methodological base. From an analysis of equal treatment plans four temporal phases are identified. In the first phase, preventive measures, the purpose is to prevent students from developing racism. In phase two, limitations in schools, the dominant course of action is to prohibit violations in schools. The third phase, corrective measures, is concerned with how to handle situations that are contrary to the limitations in schools. The final phase, limitations on schools, relates to when schools are required to transfer responsibility for action to the social services, work environment or police authorities. The results indicate that the national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. Finally, the analysis indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.
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| 15. |
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| 16. |
- Barman, Linda, 1972-, et al.
(författare)
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Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
- 2023
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Ingår i: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
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| 17. |
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| 18. |
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| 19. |
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| 20. |
- Bjereld, Ylva, 1984-, et al.
(författare)
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Measuring the prevalence of peer bullying victimization : Review of studies from Sweden during 1993–2017
- 2020
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Ingår i: Children and youth services review. - : Elsevier. - 0190-7409 .- 1873-7765. ; 119
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Forskningsöversikt (refereegranskat)abstract
- Research into the prevalence of bullying is important to enable the correct allocation of resources to prevent and end bullying. One problem when gathering knowledge in how prevalent bullying is, is the considerable variation in percentage points in research studies. The aim of this study was to analyze how the estimated prevalence in Swedish national population-based studies of peer bullying victimization is related to how it is defined and measured.The analysis focused on national population-based studies in Sweden, in order to ensure that the sampling and cultural aspects of data collection were similar throughout the period. Data came from three sources: 1) a scoping review of peer bullying victimization in Sweden, 2) reports from Swedish government agencies and non-government organizations that were not included in the scoping review, and 3) data from the Health Behaviour in School-aged Children (HBSC) Sweden 1993–2017 study.The results showed that although the estimated levels of bullying victimization depend on the measurement method, they all followed a similar pattern over time with a higher prevalence of bullying in recent years. The study raised conceptual inconsistencies between bullying, peer aggression, and peer victimization, which are further discussed in relation to prevalence and measurement.
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| 21. |
- Bjereld, Ylva, 1984, et al.
(författare)
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Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure
- 2024
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Ingår i: Teaching and Teacher Education. - 0742-051X. ; 148
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Tidskriftsartikel (refereegranskat)abstract
- The study aimed to explore bullying disclosures to teachers from the victims’ point of view, with a special focus on the influence of direct and indirect bullying and student-teacher relationship quality. A sequential explanatory mixed methods design was adopted. First, 190 students with bullying experience completed a questionnaire. Second, 20 students were interviewed. One of several of the findings revealed that students were more inclined to tell a teacher about victimization when bullying was indirect. Bullying and how teachers managed it had an impact on the quality of the student-teacher relationship, but not solely dependent on whether the bullying ended.
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| 22. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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A longitudinal study of growth of verbal bullying across late childhood : Associations with moral disengagement
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction:There is strong empirical support for the link between moral disengagement (MD) and bullying in late childhood. However, only a few studies have examined these associations longitudinally. Given that previous research suggest that verbal bullying is the most common type of bullying in adolescence, with increasing prevalence during the childhood years, understanding factors associated with verbal bullying during these years may be of great importance. This study examines changes in verbal bullying across late childhood, focusing specifically on associations between moral disengagement and the individual child’s change trajectory.Method:A total of 1214 Swedish children completed a web-based questionnaire at three time points (in grades 4, 5, and 6). Multilevel growth modeling was used to examine unique trajectories of groups(classrooms) and individuals.Result:The results showed that verbal bullying increased between grades four, five, and six, and that bullying scores were positively associated with MD scores over time. In addition, the bullying trajectories of children with higher levels of MD were higher and steeper, indicating that these children scored higher on bullying in general as well as increased more in bullying over time, compared to children with lower levels of MD.Discussion:Our findings add to the literature, by exploring temporal and dispositional aspects of moral disengagement. The results are discussed in relation to the literature and the socio-cognitive perspective of bullying behavior as a result of reciprocal interplay between personal and social influences.
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| 23. |
- Bjärehed, Marlene, et al.
(författare)
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A Short-Term Longitudinal Study on the Development of Moral Disengagement Among Schoolchildren: The Role of Collective Moral Disengagement, Authoritative Teaching, and Student-Teacher Relationship Quality
- 2024
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 15, s. 13
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.
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| 24. |
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| 25. |
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| 26. |
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| 27. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Collective moral disengagement as a moderator of bullying behavior and moral disengagement : A multilevel analysis
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A vast body of research shows that children and youth who use moral disengagement strategies tend to engage more in aggressive behavior, including bullying. However only a handful studies have investigated the association between perceptions of moral disengagement processes shared within the group (e.g., the peer group of the classroom) and bullying. In the present study we extended previous research by exploring both unique and interactive effects of individual and collective moral disengagement on bullying behavior among 1535 Swedish fifth grade students (M = 11.6, SD = 0.3). Results of multilevel analyses showed that both individual and collective moral disengagement were positively associated with bullying behavior. Additionally, collective moral disengagement moderated the association between individual moral disengagement and bullying.
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| 28. |
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| 29. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Individual moral disengagement and bullying among Swedish fifth graders : The role of collective moral disengagement and pro-bullying behavior within classrooms
- 2021
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Ingår i: Journal of Interpersonal Violence. - : SAGE PUBLICATIONS INC. - 0886-2605 .- 1552-6518. ; 36:17-18, s. NP9576-NP9600
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Tidskriftsartikel (refereegranskat)abstract
- School bullying is a complex social and relational phenomenon with severe consequences for those involved. Most children view bullying as wrong and recognize its harmful consequences; nevertheless, it continues to be a persistent problem within schools. Previous research has shown that children's engagement in bullying perpetration can be influenced by multiple factors (e.g., different forms of cognitive distortions) and at different ecological levels (e.g., child, peer-group, school, and society). However, the complexity of school bullying warrants further investigation of the interplay between factors, at different levels. Grounded in social cognitive theory, which focuses on both cognitive factors and social processes, this study examined whether children's bullying perpetration was associated with moral disengagement at the child level and with collective moral disengagement and prevalence of pro-bullying behavior at the classroom level. Cross-level interactions were also tested to examine the effects of classroom-level variables on the association between children's tendency to morally disengage and bullying perpetration. The study's analyses were based on cross-sectional self-report questionnaire data from 1,577 Swedish fifth-grade children from 105 classrooms (53.5% girls; Mage = 11.3, SD = 0.3). Multilevel modeling techniques were used to analyze the data. The results showed that bullying perpetration was positively associated with moral disengagement at the child level and with collective moral disengagement and pro-bullying behavior at the classroom level. Furthermore, the effect of individual moral disengagement on bullying was stronger for children in classrooms with higher levels of pro-bullying behaviors. These findings further support the argument that both moral processes and behaviors within classrooms, such as collective moral disengagement and pro-bullying behavior, need to be addressed in schools' preventive work against bullying.
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| 30. |
- Bjärehed, Marlene, et al.
(författare)
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Individual Moral Disengagement and Bullying Among Swedish Fifth Graders: The Role of Collective Moral Disengagement and Pro-Bullying Behavior Within Classrooms
- 2021
-
Ingår i: Journal of Interpersonal Violence. - : SAGE PUBLICATIONS INC. - 0886-2605 .- 1552-6518. ; 36:17-18, s. NP9576-NP9600
-
Tidskriftsartikel (refereegranskat)abstract
- School bullying is a complex social and relational phenomenon with severe consequences for those involved. Most children view bullying as wrong and recognize its harmful consequences; nevertheless, it continues to be a persistent problem within schools. Previous research has shown that childrens engagement in bullying perpetration can be influenced by multiple factors (e.g., different forms of cognitive distortions) and at different ecological levels (e.g., child, peer-group, school, and society). However, the complexity of school bullying warrants further investigation of the interplay between factors, at different levels. Grounded in social cognitive theory, which focuses on both cognitive factors and social processes, this study examined whether childrens bullying perpetration was associated with moral disengagement at the child level and with collective moral disengagement and prevalence of pro-bullying behavior at the classroom level. Cross-level interactions were also tested to examine the effects of classroom-level variables on the association between childrens tendency to morally disengage and bullying perpetration. The studys analyses were based on cross-sectional self-report questionnaire data from 1,577 Swedish fifth-grade children from 105 classrooms (53.5% girls; M-age = 11.3, SD = 0.3). Multilevel modeling techniques were used to analyze the data. The results showed that bullying perpetration was positively associated with moral disengagement at the child level and with collective moral disengagement and pro-bullying behavior at the classroom level. Furthermore, the effect of individual moral disengagement on bullying was stronger for children in classrooms with higher levels of pro-bullying behaviors. These findings further support the argument that both moral processes and behaviors within classrooms, such as collective moral disengagement and pro-bullying behavior, need to be addressed in schools preventive work against bullying.
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| 31. |
- Bjärehed, Marlene, et al.
(författare)
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Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior
- 2020
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Ingår i: Journal of Early Adolescence. - : Sage Publications. - 0272-4316 .- 1552-5449. ; 40:1, s. 28-55
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating role of gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 (?⎯⎯⎯age=12.6X¯age=12.6, SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that indirect bullying was predicted by gender and victim attribution. Direct bullying was predicted by moral justification, and for girls, by victim attribution. Pro-aggressive bystander behavior was predicted by diffusion of responsibility, victim attribution, gender, and age. That is, boys and younger students were more prone to take the aggressor’s side compared with girls and older students. Furthermore, the relation between pro-aggressive bystander behavior and distortion of consequences appeared stronger in boys than in girls. These results highlight the relative importance of specific moral disengagement mechanisms and may have implications for interventions targeting bullying.
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| 32. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Mechanisms of moral disengagement and their associations with indirect bullying, direct bullying, and pro-aggressive bystander behavior
- 2020
-
Ingår i: Journal of Early Adolescence. - 0272-4316 .- 1552-5449. ; 40:1, s. 28-55
-
Tidskriftsartikel (refereegranskat)abstract
- This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating role of gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 (Mage=12.6, SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that indirect bullying was predicted by gender and victim attribution. Direct bullying was predicted by moral justification, and for girls, by victim attribution. Pro-aggressive bystander behavior was predicted by diffusion of responsibility, victim attribution, gender, and age. That is, boys and younger students were more prone to take the aggressor’s side compared with girls and older students. Furthermore, the relation between pro-aggressive bystander behavior and distortion of consequences appeared stronger in boys than in girls. These results highlight the relative importance of specific moral disengagement mechanisms and may have implications for interventions targeting bullying.
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| 33. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Moral disengagement and verbal bullying in early adolescence : A three-year longitudinal study
- 2021
-
Ingår i: Journal of School Psychology. - : Elsevier. - 0022-4405 .- 1873-3506. ; 84, s. 63-73
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Tidskriftsartikel (refereegranskat)abstract
- This three-year longitudinal study examined both within- and between-person effects of moral disengagement on verbal bullying perpetration in early adolescence. Data came from the first four waves (T1–T4, Grades 4 to 7) of an ongoing longitudinal project examining social and moral correlates of bullying in Swedish schools. Participants included 2432 Swedish early adolescents (52% girls; Mage at T1 = 10.55 years). Students completed self-report measures of verbal bullying perpetration and moral disengagement. Results of a multilevel growth model showed that verbal bullying increased over time (regression coefficient for Grade was b = 0.04, SE = 0.01, p < .001). Additionally, the verbal bullying trajectories of participants with higher average levels of MD were higher (regression coefficient for MD¯ was b = 0.28, SE = 0.02, p < .001) and steeper (regression coefficient for the Grade ×MD¯ interaction was b = 0.02, SE = 0.01, p = .018), indicating that these students scored higher on verbal bullying in general and increased more in verbal bullying over time, compared to students with lower levels of average MD. Variations around one's own mean of MD over time was also significantly associated with concurrent changes in verbal bullying (regression coefficient for time-varying MD was b = 0.21, SE = 0.01, p < .001).
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| 34. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Moral disengagement and verbal bullying in early adolescence : A three-year longitudinal study
- 2021
-
Ingår i: Journal of School Psychology. - : Elsevier. - 0022-4405 .- 1873-3506. ; 84, s. 63-73
-
Tidskriftsartikel (refereegranskat)abstract
- This three-year longitudinal study examined both within- and between-person effects of moral disengagement on verbal bullying perpetration in early adolescence. Data came from the first four waves (T1-T4, Grades 4 to 7) of an ongoing longitudinal project examining social and moral correlates of bullying in Swedish schools. Participants included 2432 Swedish early adolescents (52% girls; Mage at T1 = 10.55 years). Students completed self-report measures of verbal bullying perpetration and moral disengagement. Results of a multilevel growth model showed that verbal bullying increased over time (regression coefficient for Grade was b = 0.04, SE = 0.01, p < .001). Additionally, the verbal bullying trajectories of participants with higher average levels of MD were higher (regression coefficient for MD¯ was b = 0.28, SE = 0.02, p < .001) and steeper (regression coefficient for the Grade ×MD¯ interaction was b = 0.02, SE = 0.01, p = .018), indicating that these students scored higher on verbal bullying in general and increased more in verbal bullying over time, compared to students with lower levels of average MD. Variations around one's own mean of MD over time was also significantly associated with concurrent changes in verbal bullying (regression coefficient for time-varying MD was b = 0.21, SE = 0.01, p < .001).
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| 35. |
- Bjärehed, Marlene, 1981-
(författare)
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The association between moral disengagement and bullying in early adolescence
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- School bullying occurs when a student is repeatedly exposed to negative actions by other students. The victim is often at some form of a disadvantage. Bullying can take many forms, such as physical, verbal, and relational. It can also occur online. With social cognitive theory as a theoretical framework, this dissertation examined some of the (individual and collective) moral processes that underlie bullying. More specifically, the aim was to enhance the understanding of the association between moral disengagement (MD) and bullying in early adolescence. Self-reported survey data was collected and analyzed using various statistical methods, such as multivariate regression and multilevel analysis. The results show that MD (individual and collective) is associated with bullying perpetration, both in a school context and online. The results also show that individual MD varies over time, and that changes are related to changes in bullying perpetration. The results also indicate that the mechanisms of MD are differentially associated with different forms of bullying. For instance, diffusion of responsibility is (positively) associated with assisting and reinforcing bullying, while moral justification is (positively) associated with indirect bullying. Overall, the results point to the importance of taking into account and analyzing both individual and contextual factors when examining the role that moral disengagement plays in bullying.
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| 36. |
- Bouchard, Karen, et al.
(författare)
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Showing friendship : Negotiating resistance to victimization within adolescent friendships
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Extant quantitative data suggest that about a quarter of bullying incidences occur within reciprocated friendships. Yet, little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory, this research developed a theoretical framework of victimization within adolescent friendships, from the retrospective accounts of Canadian women. Our findings suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gendered and discursive constructions of resistance, bullying, and victimhood. The results illuminate the ways that discourses that conceal women’s resistance and privilege overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind.
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| 37. |
- Bouchard, Karen, et al.
(författare)
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Showing friendship. fighting back, and getting even : resisting bullying victimisation within adolescent girls´friendships
- 2018
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Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 21:9, s. 1141-1158
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victimization experiences were interviewed for this study. Results suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gender expectations and ambient discursive constructions of resistance and victimization. Our findings illuminate the ways that discourses concealing women's resistance and privileging overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind. Consequently, we found that retaliatory relational aggression allowed girls to deny their victim status while complying with gendered expectations for resistance but led to their bullying experiences being normalized and overlooked.
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| 38. |
- Brüggemann, Adrianus Jelmer, 1981-, et al.
(författare)
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Bystander passivity in health care and school settings : Moral disengagement, moral distress, and opportunities for moral education
- 2019
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Ingår i: Journal of Moral Education. - : Routledge. - 0305-7240 .- 1465-3877. ; 48:2, s. 199-213
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Tidskriftsartikel (refereegranskat)abstract
- Bystander passivity has received increased attention in the prevention of interpersonal harm, but it is poorly understood in many settings. In this article we explore bystander passivity in three settings based on existing literature: patient abuse in health care; bullying among schoolchildren; and oppressive treatment of students by teachers. Throughout the article we develop a theoretical approach that connects Obermann's unconcerned and guiltybystanders to theories of moral disengagement and moral distress respectively. Despite differences between the three settings, we show striking similarities between processes of disengagement, indicators of distress, and the constraints for intervention that bystanders identify. In relation to this, we discuss moral educational efforts that aim to strengthen bystanders’ moral agency in health care and school settings. Many efforts emphasize shared problem descriptions and collective responsibilities. As challenging as such efforts may be, there can be much to gain in terms of welfare and justice.
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| 39. |
- Brüggemann, Jelmer, 1981-, et al.
(författare)
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Re-negotiating agency : patients using comics to reflect upon acting in situations of abuse in health care
- 2019
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Ingår i: BMC Health Services Research. - : BioMed Central. - 1472-6963. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundThere is a growing body of international research that displays the prevalence and character of abuse in health care. Even though most of these studies are conducted from a patient perspective little is known about how patients conceptualize their agency in relation to such situations. This study aimed to explore how patients reason about their potential to act in abusive situations.MethodsQualitative interviews were conducted with thirteen patients in Sweden. Central in the interviews were three comics, inspired by Boal’s Forum Theatre and part of an earlier online intervention study in which the informants had participated. Each comic showed a situation in which a patient feels abused, and on the opposite side were suggestions for how the patient could act in response. Informants were asked to reflect about situations of abuse and in specific upon the comics. We used the methodology of constructivist grounded theory throughout the study, including the analysis.ResultsIt appeared that the informants constantly re-negotiated their and other patients’ agency in relation to the specifics of the event, patients’ and staff’s responsibilities, and the patients’ needs and values. This process questions views of agency as fixed and self-evident, and can be understood as part of changing discourses about patients’ social role and possibilities to organize their care. Using a feminist theory of power we expected the informants to elicit instances of resistance to domination, which is central to the comics. While doing that, the informants also hinted at parallel stories of empowerment and less visible forms of agency in spite of domination.ConclusionThe current analysis showed different ways in which the informants constantly re-negotiated their agency in potentially abusive situations. Not only did the informants engage in reflections about immediate responses to these untoward situations, they also engaged in thoughts about strategies that could protect them and counteract abuse in health care over the long-term. This opens up for future research into ways patients organize their care and identify threats and barriers to the care they need, which could be valuable knowledge for care quality improvement.
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| 40. |
- Caravita, Simona C. S., et al.
(författare)
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Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates
- 2021
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Ingår i: New Directions for Child and Adolescent Development. - Oxford, United Kingdom : John Wiley & Sons. - 1520-3247 .- 1534-8687. ; 177, s. 141-157
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates whether the quantity and quality of contact with migrants and perceiving that cultural diversity is accepted at school (as a dimension of the perceived school climate) are associated with perpetrating bullying toward migrant classmates. Quantity and quality of contact are also examined as moderators of the association between perceived cultural acceptance at school and bullying toward migrant students. One hundred and sixtysix adolescents (Mage = 16.26; SD = 1.53) belonging to the societal majority group answered a battery of self-report measures. Bullying migrant peers was associated with more negative quality of the contact. Bullying migrants was also associated with lower perceived acceptance of cultural diversity at school for the adolescents reporting higher levels of contact with migrants at school. The role of contact in explaining bullying toward migrant peers is also discussed in light of possible interventions.
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| 41. |
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| 42. |
- Caravita, Simona C. S., et al.
(författare)
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When the bullied peer is native-born vs. immigrant: A mixed-method study with a sample of native-born and immigrant adolescents
- 2020
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Ingår i: Scandinavian Journal of Psychology. - : WILEY. - 0036-5564 .- 1467-9450. ; 61:1, s. 97-107
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Tidskriftsartikel (refereegranskat)abstract
- An increasing number of immigrant students attend Italian schools, with the possibility of being involved in bullying episodes. A few studies have investigated this phenomenon, providing some evidence that immigrant students may face an increased risk of being bullied compared to native-born students. The present study adopted a mixed-method design, which may better detect the dynamics of bullying towards immigrant peers. Participants were 692 native-born and immigrant students (20.5% with immigrant background; 54.8% females) who filled in self-report measures about their bullying experiences, popularity, acceptance of diversity at school, and prejudice. Thirty-five pupils (54% with immigrant background) were also interviewed. Two hypothetical bullying scenarios were presented: one depicting a native-born victim and one depicting an immigrant victim. After each scenario, adolescents were encouraged to reason about the motives for bullying. Quantitative data showed that general bullying was associated with perceived popularity status among peers, while racial bullying was associated with prejudice but not peer status. The relevance of anti-immigrant prejudices in driving racial bullying emerged also from adolescents interviews. The qualitative data indicated that among the reasons for bullying, adolescents mentioned a desire for dominance and popularity, in particular when the victim was non-immigrant. Findings suggest that, in addition to individual and peer group-related risk factors, prejudice also needs to be addressed in anti-bullying interventions aimed to counteract racial bullying.
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| 43. |
- Caravita, Simona, et al.
(författare)
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Inter-ethnic bullying : The role of the contact with the ethnic outgroup
- 2021
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Konferensbidrag (refereegranskat)abstract
- By adopting a developmental intergroup perspective (Killen & Rutland, 2011), this international symposium features research investigating students’ and teachers’ beliefs, social cognition, and attitudes regarding inter-ethnic bullying. The research focuses on European schools, where this phenomenon is spreading (Elamè, 2013). The first paper examines how students’ beliefs about their contact with the ethnic outgroup and about school climate are associated with bullying the ethnic outgroup. Among students of the majority ethnic group, evaluating the contact with the ethnic outgroup more negatively was related with higher inter-ethnic bullying, but a more negative evaluation of the school climate was associated with higher inter-ethnic bullying only for the students reporting more frequent contact with the outgroup at school. The second paper examines direct and indirect (through prejudice), and moderated (by the closeness to the teacher) associations of students’ moral disengagement with inter-ethnic bullying. Perpetration of inter-ethnic bullying was higher for students reporting higher moral disengagement, but the strength of this association was reduced in case of a warm relationship with the teacher. The third study explores whether teachers’ attitudes toward refugees can be influential on teachers’ evaluations of inter-ethnic bullying targeting ethnic minority Arab students. Teachers were found to be aware of wrongfulness of inter-ethnic bullying, but teachers who had more negative attitudes towards refugees showed to under-estimate the negative outcomes for the Arab victim from inter-ethnic bullying. The discussant will consider the findings in light of the international concern to reduce bullying and promote positive peer relationships in childhood and adolescence.
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| 44. |
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| 45. |
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| 46. |
- Charmaz, Kathy, et al.
(författare)
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The pursuit of quality in grounded theory
- 2021
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Ingår i: Qualitative Research in Psychology. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1478-0887 .- 1478-0895. ; 18:3, s. 305-327
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Tidskriftsartikel (refereegranskat)abstract
- This article introduces grounded theory and places this method in its historical context when 1960s quantitative researchers wielded harsh criticisms of qualitative research. The originators of grounded theory, sociologists Glaser and Strauss, sought to defend the quality of qualitative research and argued that grounded theory increased its quality by providing a method of theory construction. Our major foci include: (1) introducing the logic of grounded theory, with emphasis on how researchers can use it to construct theory, (2) detailing criteria for quality in the major forms of grounded theory advocated by Glaser and Strauss and augmented by Glaser, Strauss and Corbin and refined by Corbin, and Charmaz and (3) providing an analysis of how constructivist grounded theorists Thornberg, Halldin, Bolmsjo and Petersson attended to the interviewing process, coding, and developing their theoretical concept of double victimizing. Students and researchers new to the method can use our concluding guidelines as a checklist to assess the quality of their constructivist grounded theory research.
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| 47. |
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| 48. |
- Colnerud, Gunnel, 1947-, et al.
(författare)
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Värdepedagogik i internationell belysning
- 2003
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande kunskapsöversikt presenterar i första hand empirisk forskning kring värdepedagogiska program från de senaste trettio åren. De större pedagogiska projekt som studerats och rapporterats vetenskapligt är ”Just Community” försöken, efter Kohlbergs idé om sociala och demokratiska formers betydelse för elevernas utveckling av moraliska normer. Andra exempel på interventionsprogram som blivit föremål för empiriska studier är ”Child Development Project”, ”TeachingStudents to be Peacemakers” samt ”Facing History and Ourselves”. I kunskapsöversikten presenteras också ”Domänteorin” och flera studier som ligger till grund för dess utveckling. Kunskapsöversikten presenterar vidare exempel från senare forskning av hurlärare ser på sitt värdepedagogiska uppdrag.Konklusionerna av de refererade studierna är bl a att moralisk påverkan av eleverna kräver skapandet av en gemenskap och ett hårt arbete mot utanförskap, eftersom demokratiska värden inte är individuella projekt. Vidare krävs uthållighet eftersom byggandet av moralisk och demokratisk gemenskap inte går fort och inte utan bakslag.De sociala erfarenheter skolan erbjuder eleverna sätter spår i barns och ungdomars värdemässiga utveckling, men eleverna kan inte förväntas klara samarbetets svårigheter som konkurrens och konflikter utan handledning av sina lärare.
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| 49. |
- Eriksson, Elisabeth, 1971-, et al.
(författare)
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A categorization of teacher feedback in the classroom : A field study on feedback based on routine classroom assessment in primary school
- 2017
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 32:3, s. 316-332
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in four primary school classrooms, including a total of four teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering, and deliberating. The categories are all broad, yet with sub-categories specific and nuanced, presenting concepts by which we can verbalize and communicate teachers’ feedback strategies. The categories place teachers’ feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.
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| 50. |
- Eriksson, Elisabeth, 1971-, et al.
(författare)
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A qualitative study of primary teachers' classroom feedback rationales
- 2018
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Ingår i: Educational research (Windsor. Print). - : Informa UK Limited. - 0013-1881 .- 1469-5847. ; 60:2, s. 189-205
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundAs part of teachers' everyday classroom assessment practice, feedback can be seen as connected to the formative function of assessment, with the aim of helping students in their learning processes. Much research on teacher feedback focuses precisely on the feedback's formative quality. However, in order to strengthen our understanding about the nature of teacher feedback, we also need to understand more about teachers' rationales for giving feedback to their students, especially in primary school settings.PurposeThe present study aimed to explore and conceptualise primary school teachers' rationales for giving students feedback.SampleThirteen Swedish primary school teachers (10 women and 3 men) with 4 to 40 years of teaching experience working with students aged 7-9years-old (grades 1-3), participated in the study. An open sampling procedure was adopted to recruit the teachers.Design and methodsData were collected using a semi-structured interview approach. We employed a constructivist grounded theory design for the coding and analysis of the transcribed data.ResultsAnalysis indicated that two main concerns emerged as regulating teachers' assessment practices. These addressed what the teachers perceived as (1) students' academic needs and (2) students' behavioural and emotional needs. According to the findings, the teachers' rationales for giving students feedback were based on those needs, and dependent on factors such as situation, relationships, time and effort. This resulted in a constant comparison and weighing of different needs by the teachers. Some needs were described as prioritised before others, which caused some rationales to be identified as taking precedence over others.Discussion and conclusionsBased on a systematic analysis of - and thus grounded in - interview data from primary teachers, the current qualitative study offers a framework for surveying, understanding and discussing teacher feedback. Overall, the study showed how everyday practices of classroom assessment and classroom management overlapped, thus underlining the importance in teacher education of understanding classroom assessment, classroom management and the relationships between the two.
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