Classroom Collective Moral Disengagement Scale: Validation in Czech adolescents

Associations between students’ bystander behavior and individual and classroom collective moral disengagement

“…In contrast, and in line with social cognitive theory and its constructs of collective beliefs shared by group members about their group, such as collective efficacy (Bandura, 1997) and collective moral disengagement (White et al, 2009), Gini et al (2015) introduced the concept of classroom collective moral disengagement, operationalised as the degree to which moral disengagement is shared by classroom members. Findings suggest that classroom collective moral disengagement (henceforth shortened to collective moral disengagement) is positively associated with peer aggression and outsider behaviour and negatively associated with defender behaviour (Gini et al, 2015;Kollerov a et al, 2018). Furthermore, one study (Allison & Bussey, 2017) that focussed on cyber bullying behaviours found that individual moral disengagement was positively associated with cyber defender behaviour at high levels of collective moral disengagement.…”

“…Thus, their measure represented individuals' perception of the degree to which moral disengagement mechanisms are shared by the peers in their classroom. In line with Gini et al (2015) and Kollerov a et al (2018), the current study conceptualised collective moral disengagement as a group characteristic by aggregating the scores of the participants at the classroom level.…”

“They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

“…At the classroom level, group norms, which are shared standards of attitudes of behaviors, were investigated to explain why defending is more prevalent in some classrooms than in others (Salmivalli 2010). The attention devoted to norms is underscored by the finding that similarities among classmates explain an even higher portion of the variance in defending than in bullying (Kollerová et al 2018), reinforcing bullying (Kärnä et al 2010), and passive bystanding (Pozzoli et al 2012). Important insights about group norms can be derived from the social-ecological perspective (Espelage and Swearer 2010).…”

An Analysis of Internet Abuses Impact on Children's Moral Development

“…Meanwhile, Furhmann suggests that adolescent moral development can be helped through educational efforts (Laili et al, 2018;Rodda et al, 2018). In addition to the this efforts, there are also several more attempts on the moral education of adolescents by educators, and counselors in particular (Dumais et al, 2016;Han, Park, & Thoma, 2018;Kollerová et al, 2018;Lelkes, Sood, & Iyengar, 2017): a) Please have an idols and a parent's example. To develop adolescent morale the need for capital from parents and teachers as something that is admired and made idolized by them; b) Culture adolescent discipline.…”

“…Regarding this learning resource, Miarso (1994) also argues that there are two planned learning sources and learning resources because it is utilized. The use of the Internet as a source of learning itself according to Miarso (1994) is a component of learning resources commonly referred to as software (Kollerová, Soukup, & Gini, 2018;Lloyd-Hazlett & Foster, 2017;Robinson, 2018). Through the availability of internet network, a person can make it as a material to obtain information that can support the learning process, both in terms of knowledge, skills and changes in their attitude.…”