Association Between Attitudes Toward Violence and Violent Behavior in the School Context: A Systematic Review and Correlational Meta-Analysis

Pina, David; López-Nicolás, Rubén; López-López, Reyes; Puente-López, Esteban; Hernández, José Antonio Ruíz

doi:10.1016/j.ijchp.2021.100278

Cited by 12 publications

(4 citation statements)

References 46 publications

(43 reference statements)

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“…This finding can be attributed to the following two reasons. First, this is in accordance with the general findings for attitudes toward violence (López et al, 2022). This has been explained based on gender roles, which follow the idea that boys are more legitimized to use violence to solve conflicts compared to girls (Dill et al, 2004).…”

Section: Discussionsupporting

confidence: 91%

Situational and personal determinants of adolescents’ attitudes toward online celebrity bashing.

Ouvrein¹,

Vandebosch²,

Backer³

2024

Psychology of Popular Media

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Celebrities regularly become the victims of online bashing and criticism by the audience, a phenomenon known as celebrity bashing. Part of the reason why audience members are so aggressive toward famous people is that they consider this an acceptable and even entertaining behavior. However, there is limited knowledge on how these acceptable attitudes are formed. Based on the general aggression model (GAM), this study tested the extent to which attitudes toward celebrity bashing are formed based on situational (exposure to bashing) and personal (trait moral disengagement and empathy) factors and the interaction between them. The results of an online survey conducted among adolescents (N = 159) indicated that a combination of personal and situational factors determines the attitudes toward celebrity bashing. In particular, regular exposure to bashing and higher scores on moral disengagement were related to more acceptable attitudes, whereas cognitive empathy was associated with less acceptable attitudes. Moreover, the interaction effect between exposure and cognitive empathy suggests an underlying mainstreaming effect, with the effect of empathy disappearing when exposure increases among adolescent audiences. Public Policy Relevance StatementAdolescents are increasingly exposed to cases of online celebrity bashing. Gaining more knowledge on their attitudes toward this practice and the individual determinants of these attitudes can help further understanding of how this practice can impact their thoughts and future behaviors in a celebrity context, as well as in other contexts, such as cyberbullying. These insights can inspire intervention and prevention initiatives and determine the role of personal characteristics in these initiatives.

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Section: Discussionsupporting

confidence: 91%

Situational and personal determinants of adolescents’ attitudes toward online celebrity bashing.

Ouvrein¹,

Vandebosch²,

Backer³

2024

Psychology of Popular Media

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“…Although some researchers (e.g., Wicker, 1969) in the 1960s advocated for the complete rejection of attitudes as predictors of behaviour, subsequent methodological and theoretical improvements have led to the recognition that attitudes are good predictors of behaviour. For example, the results of several meta-analyses have shown that correlations between attitudes and behaviour can reach moderate correlations in terms of magnitude (e.g., Glasman and Albarracin, 2006;Kim and Hunter, 1993;Pina Lopez et al, 2022). The results obtained in the present study are consistent with the findings of these meta-analyses, with a significant correlation of .59 between attitudes toward cyberbullying and cyberbullying itself.…”

Section: Discussionsupporting

confidence: 91%

Perceived anonymity and cyberbullying

Vrselja,

Lacković,

Lotar Rihtarić

2023

Hrvat. rev. rehabil. istraž. (Online)

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Although cyberbullying is a significant problem nowadays, there are few theoretical explanations for this phenomenon in the literature. Based on Barlett and Gentile’s cyberbullying model (2012), the aim of this paper was to examine the contribution of a variable specific to the virtual world - perceived anonymity - in explaining cyberbullying. It also aimed to examine whether there is a mediating effect of attitudes in the relationship between anonymity and cyberbullying, as well as a moderating effect of frequency of internet use on the relationship between anonymity and cyberbullying, as well as between attitudes towards cyberbullying and cyberbullying itself. A survey was administered online in March and April 2021 and data was collected from a convenient sample of 329 students (110 males), aged 18-30 years (M = 21.53, SD = 2.50). The results of the moderation-mediation analysis, performed in the Process macro for SPSS, showed that there was a significant mediation effect of positive attitudes in the relationship between perceived anonymity and cyberbullying, in the way that greater perceived anonymity predicted positive attitudes toward cyberbullying, which predicted more frequent cyberbullying. There was no significant direct contribution of more pronounced perceived anonymity to more frequent cyberbullying. Finally, the results showed that frequency of internet use did not have a significant moderating effect on the relationship between perceived anonymity and cyberbullying, as well as between attitudes and cyberbullying.

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“…The current study found a significant positive impact of MVP on mentors’ attitudes related to violence more generally, indicating reduced acceptability and justification for the use of violent strategies to resolve confrontational or challenging circumstances. Previous research has shown that attitudes towards violence and use of violence are positively associated amongst adolescents, and a meta-analysis concluded modifying attitudes is an important aim for school-based violence prevention programmes [ 49 ]. Crucially, in addition to reducing mentors’ attitudes to perpetrating violence themselves, findings demonstrated the programme had a positive impact on mentors’ attitudes related to the efficacy of violence prevention and their willingness to intervene as a witness to violence and abuse perpetrated by others.…”

Section: Discussionmentioning

confidence: 99%

The Mentors in Violence Prevention programme: impact on students’ knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England

Butler,

Quigg,

Wilson

et al. 2024

BMC Public Health

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Background Violence is a leading cause of death and disability for young people and has serious impacts on prospects across the lifecourse. The education sector is a crucial setting for preventing youth violence through incorporating programmes that address attitudes and behaviours. The Mentors in Violence Prevention (MVP) programme aims to change harmful attitudes and norms, and increase non-violent bystander intervention, through a peer mentoring approach. To date there is limited evidence on the effectiveness of the intervention in UK school settings. The aim of the current study was to evaluate the impact of the programme on students’ attitudes and knowledge related to violence prevention. Methods The study employed a mixed methods design. Pre and post surveys measured changes in students’ (aged 11–18) attitudes and knowledge related to violence prevention and bystander behaviour, gender stereotyping, acceptability of violence, and perceptions of others’ willingness to intervene. Interviews/focus groups with programme delivers and students, and anonymised programme data were used to explore and supplement survey findings. Results Overall, perceptions of the programme content and delivery were positive. Several beneficial impacts of the programme were found for mentors (students delivering the programme), including significant positive changes on measures of knowledge and attitudes towards violence prevention and the bystander approach, acceptability of violence perpetration, and perceptions of other students’ willingness to intervene (effect sizes were small-medium). However, the study found no significant change on any of the outcomes amongst mentees (younger students receiving the programme from mentors). Despite this, qualitative evidence suggested mentees enjoyed the content of the programme and the peer-led delivery, and this built relationships with older students. Qualitative evidence also identified additional benefits of the programme for mentors, including leadership and communication skills, and increased confidence and supportive relationships. Conclusions Evidence from this study suggests MVP is effective as a targeted programme for mentors, but no significant evidence was found to demonstrate its effectiveness as a universal bystander and violence prevention programme for mentees. Whilst further research with more robust study design is needed, developing mentors as leaders in violence prevention is a valuable impact of the programme in its own right.

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Association Between Attitudes Toward Violence and Violent Behavior in the School Context: A Systematic Review and Correlational Meta-Analysis

Cited by 12 publications

References 46 publications

Situational and personal determinants of adolescents’ attitudes toward online celebrity bashing.

Situational and personal determinants of adolescents’ attitudes toward online celebrity bashing.

Perceived anonymity and cyberbullying

The Mentors in Violence Prevention programme: impact on students’ knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England

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