Cross-national comparison of children's attitudes towards bully/victim problems in school

Menesini, Ersilia; Eslea, Mike; Smith, Peter K.; Genta, María Luisa; Giannetti, Enrichetta; Fonzi, Ada; Costabile, Angela

doi:10.1002/(sici)1098-2337(1997)23:4<245::aid-ab3>3.0.co;2-j

Cited by 155 publications

(133 citation statements)

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“…In addition, implicit bullying attitudes interacted with explicit bullying attitudes in the prediction of additional variance in bullying behavior. The interaction indicated that implicit In line with previous research, we found that most children had relatively negative explicit bullying attitudes (Andreou et al 2005;Menesini et al 1997;Salmivalli and Voeten 2004) which corresponds to the anti-bullying policies of schools and bullying programs. In accordance with our expectations, children's explicit bullying attitudes were also related to their bullying behavior.…”

Section: Discussionsupporting

confidence: 88%

“…Strikingly, until now bullying research and programs have only focussed on explicit bullying attitudes (these attitudes are most often assessed on likert-scales, asking children to what extent they agree with various statements on bullying; Boulton et al 2002;Menesini et al 1997;Salmivalli and Voeten 2004) and their relation to bullying behavior (see for a review Stevens et al 2000). These studies show that the majority of school-aged children have a negative explicit bullying attitude whereas only a minority have a positive explicit bullying attitude (e.g.…”

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confidence: 99%

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Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Goethem

Scholte

Wiers

2010

J Abnorm Child Psychol

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The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age=11 years, 5 months) completed two newly developed measures of implicit bullying attitudes (a general Implicit Association Test on bullying and a movie-primed specific IAT on bullying), an explicit bullying attitude measure, and self reported, peer reported, and teacher rated bullying behavior. While explicit bullying attitudes predicted bullying behavior, implicit attitudes did not. However, a significant interaction between implicit and explicit bullying attitudes indicated that in children with relatively positive explicit attitudes, implicit bullying attitudes were important predictors of bullying behavior. Theoretical and practical implications are discussed.Keywords Explicit bullying attitudes . Implicit bullying attitudes . Interaction explicit and implicit bullying attitudes . Bullying School bullying is a large societal problem and is already evident among primary school children. Studies on this population show that 3-27% of the children bully, and 9-32% are bullied once a week or more (Berger 2007). Bullying has also been shown to have large negative consequences for the well-being of victims and bullies (Berger 2007;Scholte et al. 2007), which stresses the importance of targeting bullying behavior together with the factors that are related to bullying.Various factors have been found to contribute to the extent to which children bully other children. Research evidence indicates that social factors such as group membership and peer pressure, as well as individual, personal factors such as physical strength, aggressiveness, and empathy influence bullying (Rigby 2004). Another often studied individual factor is children's attitudes towards bullying. Attitudes are predictors of all kinds of spontaneous and deliberate social and non-social behavior (e.g., Glasman and Albarracin 2006) including bullying behavior (Salmivalli and Voeten 2004). Attitudes can be defined as general and enduring, concrete or abstract evaluations of a person, group, or issue and can be based on beliefs, emotions and behavior (cf. Petty and Cacioppo 1986).In attitude research, a distinction is made between implicit attitudes and explicit attitudes. Implicit attitudes are impulsive, spontaneous, uncontrolled emotional reactions and evaluations. In contrast, explicit attitudes refer to deliberate, reflective, controlled, consciously self-reported evaluations (Gawronski and Bodenhausen 2006). Dualprocess models assume that there are two different modes of information processing that underlie implicit and explicit attitudes. According to these models more automatic, impulsive, associative processes underlie implicit attitudes and more controlled, reflective processes underlie explicit During the research project on implicit and explicit bullying attitudes all authors were working at ...

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Section: Discussionsupporting

confidence: 88%

mentioning

confidence: 99%

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Goethem

Scholte

Wiers

2010

J Abnorm Child Psychol

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“…We expect girls to be more assertive than boys, who will more often choose retaliation as an effective means. We based our hypotheses on the fact that girls condemn bullying and feel upset by it more often than boys (Menesini et al, 1997). It is therefore possible that their solutions are stricter vis-à-vis the bully.…”

Section: Hypothesesmentioning

confidence: 99%

Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective

Camodeca

Goossens

2005

Educational Research

138

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To cite this Article Camodeca, Marina and Goossens, Frits A.(2005) 'Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective ', Educational Research, 47: 1,[93][94][95][96][97][98][99][100][101][102][103][104][105] To link to this Article: DOI: 10.1080/0013188042000337587 URL: http://dx.doi.org/10.1080/0013188042000337587Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective In order to find out what children would suggest as useful interventions to stop bullying, we designed a questionnaire administered to 311 children (155 boys and 156 girls; mean age = 11 years). Thirty-six items were employed to ask children how effective, in their opinion, retaliation, nonchalance and assertiveness could be in stopping bullying. Items were presented to children from three different perspectives (imagine you are the victim, the bully or a witness). We used peer reports to assess children's role in bullying. Children were grouped into bullies, followers of the bully, defenders of the victims, outsiders, victims and those not involved. The strategy most frequently chosen by all children was to cope with bullying through assertiveness. Bullies considered retaliation effective more often than their classmates, especially when they adopted the perspective of the victim or witness. Bullies did not consider assertive strategies as efficient in stopping the bully. Defenders, outsiders, victims and children not involved, on the other hand, were very much in favour of strategies aimed at solving the conflict through nonchalance or assertiveness, especially when they imagined being the bully. Girls chose assertive strategies more often than boys and younger children preferred nonchalance more often than older children, who tended to choose retaliation more often. Suggestions for intervention are made.

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“…Participants included 1,398 students in fifth-grade classrooms in Australia (n = 130), Canada (n = 412), Japan (n = 302), Korea (n = 436), and United States (n = 118). Previous research indicates that bullying behavior is particularly evident within this age group, grade 5 to 7 age range, (Menesini et al, 1997;Morita et al, 1999;Nansel et al, 2001). Other research indicates that bullying decreases somewhat at later ages (Whitney & Smith, 1993).…”

Section: Methods Participantsmentioning

confidence: 84%

Investigating the Comparability of a Self-Report Measure of Childhood Bullying Across Countries

Konishi

Hymel

Zumbo

et al. 2009

Canadian Journal of School Psychology

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Responding to international concerns regarding childhood bullying and a need to identify a common bullying measure, this study examines the comparability of children's self-reports of bullying across five countries. The Pacific-Rim Bullying Measure, a self-report measure of students' experiences with six different types of bullying behavior and victimization, was administered to 1,398 grade 5 students from Australia, Canada, Japan, Korea, and United States. Multigroup confirmatory factor analysis and item response theory modeling were used to evaluate construct equivalence on the measure across different countries. Preliminary results revealed some construct differences across countries, that is, the bullying measure is measuring one construct, but that the construct is manifested differently in the different countries.

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Cross-national comparison of children's attitudes towards bully/victim problems in school

Cited by 155 publications

References 17 publications

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective

Investigating the Comparability of a Self-Report Measure of Childhood Bullying Across Countries

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