Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

Castellanos, Melisa; Wettstein, Alexander; Wachs, Sebastian; Bilz, Ludwig

doi:10.1002/ab.22100

Cited by 3 publications

(2 citation statements)

References 67 publications

(122 reference statements)

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“…Empathy is crucial in prosocial and antisocial behavior, intolerance, and prejudice (Boag & Carnelley, 2016; Pettigrew & Tropp, 2008). In hate speech research, higher levels of empathy are negatively associated with online and offline hate speech perpetration and the acceptance of online hate speech (Castellanos, Wettstein, Wachs, & Bilz, 2023; Celuch et al, 2022; Wachs, Bilz, et al, 2022). In addition to this, people with high levels of empathy are more likely to perceive hate speech as harmful (Cowan & Khatchadourian, 2003).…”

Section: Introductionmentioning

confidence: 99%

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Wachs,

Bilz,

Wettstein

et al. 2023

Aggressive Behavior

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Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents’ responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti‐hate speech prevention programs.

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Section: Introductionmentioning

confidence: 99%

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Wachs,

Bilz,

Wettstein

et al. 2023

Aggressive Behavior

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“…By employing these cognitive mechanisms, individuals who would typically refrain from unethical behaviour may feel justified in engaging in such actions without experiencing guilt or self-condemnation. Those who engage in moral disengagement may view certain forms of antisocial behaviour as acceptable or rational, particularly in specific circumstances, even if they have internalized moral principles that prohibit such conduct (Castellanos et al, 2024).…”

Section: Introductionmentioning

confidence: 99%

Parental Expectations and Student’s Morality Mediating Role of Frustration Intolerance

Naureen,

Rashid,

Tariq

2024

AESSR

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This study aimed to examine how student morality was affected by parents’ expectations and the emphasis was on moral disengagement and academic dishonesty. The study further demonstrated the mediating role of frustration intolerance between parental expectations and students’ morality. A sample of students was chosen from various educational institutions (colleges and universities) in the Attock and Wah Cantt districts. For data collection, the researchers used four reliable scales namely, Living up Parental Expectations Inventory (LPEI), Frustration Discomfort Scale (FDS), Moral Disengagement Scale (MDS) and Academic Dishonesty Scale (ADQ). The findings from the research showed that students striving to live according to their parent’s expectations, students frequently indulge in moral disengagement and academic dishonesty. The findings additionally indicated that male students exhibited a greater degree of moral disengagement and academic dishonesty than female students furthermore frustration intolerance partially mediates the relationship between parents’ expectations and the moral behaviour of learners. The study findings suggest that to promote and fortify ethical actions in students, parents' desire needs to be handled effectively. By considering the impact of the pressure of parental expectations on moral disengagement and academic dishonesty, parents and educationists can organise collective efforts to create a supportive atmosphere to encourage integrity and honesty among students in academic settings.

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Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach

Wachs,

Wettstein,

Bilz

et al. 2024

J. Youth Adolescence

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Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.

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Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

Cited by 3 publications

References 67 publications

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents

Parental Expectations and Student’s Morality Mediating Role of Frustration Intolerance

Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach

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