| 1. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Moral disengagement and verbal bullying in early adolescence : A three-year longitudinal study
- 2021
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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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| 2. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
-
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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| 3. |
- Gini, Gianluca, et al.
(författare)
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Longitudinal associations of social-cognitive and moral correlates with defending in bullying
- 2022
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Ingår i: Journal of School Psychology. - : PERGAMON-ELSEVIER SCIENCE LTD. - 0022-4405 .- 1873-3506. ; 91, s. 146-159
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Tidskriftsartikel (refereegranskat)abstract
- Defending in bullying is a complex, yet important behavior that is likely associated with individual characteristics and group factors that operate simultaneously in the classroom micro system. However, little research has longitudinally analyzed the role of multiple promoting factors at both the individual and classroom level. Drawing on the social-ecological theory and social-cognitive theory, the present study examined the prospective associations between Fall defending self-efficacy, moral disengagement, moral identity, and moral distress and Spring defending behavior. Participants were 1163 adolescents (48.7% females; M-age = 13.6, SD = 1.1) attending 67 classrooms in Italian public schools. Defending showed moderate stability over one school year. At the individual level, multilevel analyses showed that T1 self-efficacy for all students, and moral distress for male students, positively predicted T2 defending. Moreover, high moral disengagement negatively predicted T2 defending only when students also reported high levels of moral identity. At the class-level, T1 class defending and class moral identity explained between-class variability in T2 defending. The findings have multiple implications for interventions that aim to increase defending behavior.
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| 4. |
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| 5. |
- Jutengren, Göran, et al.
(författare)
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Adolescents' deliberate self-harm, interpersonal stress, and the moderating effects of self-regulation : A two-wave longitudinal analysis.
- 2011
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Ingår i: Journal of School Psychology. - : Elsevier BV. - 0022-4405 .- 1873-3506. ; 49:2, s. 249-264
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Tidskriftsartikel (refereegranskat)abstract
- The predictive effects of peer victimization and harsh parenting on deliberate self-harm were examined. As derived from the experiential avoidance model, the study also tested whether these links were moderated by individual self-regulation approaches. Data were collected at two points in time from 880 junior high school students (mean age = 13.72) in Sweden. Analyses using structural equation modeling revealed that Peer Victimization was predictive of self-harm. Although Harsh Parenting was not predictive of self-harm, this link was moderated by adolescents' gender. No moderating effect of self-regulation was revealed. The study concludes that the high prevalence of deliberate self-harm recently found in community samples of adolescents cannot be prevented without attending to environmental psychosocial factors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract)
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| 6. |
- Pozzoli, Tiziana, et al.
(författare)
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Bullying and defending behavior : The role of explicit and implicit moral cognition
- 2016
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Ingår i: Journal of School Psychology. - Oxford : Pergamon Press. - 0022-4405 .- 1873-3506. ; 59, s. 67-81
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Tidskriftsartikel (refereegranskat)abstract
- Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the relationship between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand. Young adolescents (N=279, mean age=11 years, 9 months, 44.4% girls) completed a series of self-report scales and individually performed a computer task investigating the IAMS. Two hierarchical regressions (bootstrapping method) were performed. Results showed that moral disengagement was associated with bullying and defending behavior at high levels of IAMS, however not when IAMS was low. In contrast, self-importance of moral values was not significantly associated to the two behaviors when IAMS was high whereas both associations were significant at low levels of IAMS. These results significantly expand previous knowledge about the role of morality in bullying and defending behavior. In particular, they highlight the role of the interaction between explicit and implicit moral dimensions in predicting bullying and defending behaviors.
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| 7. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden : A multilevel analysis
- 2017
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Ingår i: Journal of School Psychology. - Oxford : Pergamon Press. - 0022-4405 .- 1873-3506. ; 63, s. 49-62
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Tidskriftsartikel (refereegranskat)abstract
- Using the social-ecological and social cognitive theories as integrated guiding frameworks, the present study examined whether moral disengagement and defender self-efficacy at the individual level, and moral disengagement, quality of teacher–student relationships and quality of student–student relationships at the classroom level were associated with passive bystanding and defending in bullying situations. Participants were 900 Swedish students from 43 classrooms, ranging in age from 9 to 13 years. Multilevel regression analyses revealed that passive reactions by bystanders were associated with greater moral disengagement and less defender self-efficacy. Defending, in turn, was associated with less moral disengagement and greater defender self-efficacy and classroom student–student relationship quality. Furthermore, students who scored high in moral disengagement were even less prone to defend victims when the classroom student–student relationship quality was low, but more prone to act as defenders when the classroom student–student relationship quality was high. In addition, the negative association between defender self-efficacy and passive bystanding was stronger both in classrooms with higher student–student relationship quality and in those with lower class moral disengagement. Implications for prevention are discussed.
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| 8. |
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| 9. |
- Nimmermark, Magnus O, et al.
(författare)
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The impact of numeric and graphic displays of ST-segment deviation levels on cardiologists' decisions of reperfusion therapy for patients with acute coronary occlusion.
- 2011
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Ingår i: Journal of Electrocardiology. - : Elsevier BV. - 1532-8430 .- 0022-0736. ; 44:5, s. 502-508
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Tidskriftsartikel (refereegranskat)abstract
- he study purpose is to determine whether numeric and/or graphic ST measurements added to the display of the 12-lead electrocardiogram (ECG) would influence cardiologists' decision to provide myocardial reperfusion therapy. Twenty ECGs with borderline ST-segment deviation during elective percutaneous coronary intervention and 10 controls before balloon inflation were included. Only 5 of the 20 ECGs during coronary balloon occlusion met the 2007 American Heart Association guidelines for ST-elevation myocardial infarction (STEMI). Fifteen cardiologists read 4 sets of these ECGs as the basis for a "yes/no" reperfusion therapy decision. Sets 1 and 4 were the same 12-lead ECGs alone. Set 2 also included numeric ST-segment measurements, and set 3 included both numeric and graphically displayed ST measurements ("ST Maps"). The mean (range) positive reperfusion decisions were 10.6 (2-15), 11.4 (1-19), 9.7 (2-14), and 10.7 (1-15) for sets 1 to 4, respectively. The accuracies of the observers for the 5 STEMI ECGs were 67%, 69%, and 77% for the standard format, the ST numeric format, and the ST graphic format, respectively. The improved detection rate (77% vs 67%) with addition of both numeric and graphic displays did achieve statistical significance (P < .025). The corresponding specificities for the 10 control ECGs were 85%, 79%, and 89%, respectively. In conclusion, a wide variation of reperfusion decisions was observed among clinical cardiologists, and their decisions were not altered by adding ST deviation measurements in numeric and/or graphic displays. Acute coronary occlusion detection rate was low for ECGs meeting STEMI criteria, and this was improved by adding ST-segment measurements in numeric and graphic forms. These results merit further study of the clinical value of this technique for improved acute coronary occlusion treatment decision support.
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