Empathy and defending behaviours in school bullying: The mediating role of motivation to defend victims

Longobardi, Claudio; Borello, Laura; Thornberg, Robert; Settanni, Michele

doi:10.1111/bjep.12289

Cited by 39 publications

(49 citation statements)

References 51 publications

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“…Much of the literature on school conflict and bullying has shown that friendship and empathy play a key role in protecting victims and defending them from students with violent behaviors [13,18,19]. In line with this, our findings also show that such feelings propel supportive and defending behaviors among students.…”

Section: Discussionsupporting

confidence: 87%

“…As research on school environment and climate shows, learning in a safe and supportive environment free of violence is essential for children's academic success, self-esteem, and wellbeing [2][3][4][5]. Developing positive feelings, such as friendship and empathy, is essential for ensuring such spaces in schools and classrooms [8,13,18,19]. In this case study we have looked at a School as a Learning Community, an interactive and whole-school educational model, in order to show whether and how the SEAs implemented there promote friendship and empathy, and their impact in improving the environment.…”

Section: Discussionmentioning

confidence: 99%

“…Another positive feeling, empathy, is linked with willingness to fight discrimination [18] and has been found to predict defending behaviors in school bullying [19], as well as with the bystander intervention model [20]. Preston and de Waal [21] defined empathy as "any process where the attended perception of the object's state generates a state in the subject that is more applicable to the object's state or situation than to the subject's own prior state or situation" (p. 4).…”

Section: Fostering Supportive and Safe Educational Environmentsmentioning

confidence: 99%

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Propelling Children’s Empathy and Friendship

et al. 2020

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Schools play a crucial role in creating supportive and safe environments, and positive feelings are key in fostering such environments. Schools as Learning Communities, based on the dialogic participation of the whole community, are improving social cohesion. However, the underlying processes leading to such transformations remain underexplored. This article suggests that successful educational actions (SEAs) implemented in a school as a learning community, analyzed in this case study, promote positive feelings such as friendship and empathy, contributing to a safe and supportive environment. The purpose of this study was to analyze how SEAs generate friendship and empathy and their impact in the environment in a school as a learning community in Spain. To that end, the methods used were interviews with 18 students and 10 teachers, and reviews of two documentary films featuring the school. Results suggest that SEAs generate friendship and empathy among many children by promoting mutual support and sharing narratives in such dialogic settings. In addition, developing friendship and empathy contributes to reducing violent behaviors and promoting more inclusive attitudes among many students. This study concludes by providing insights on how SEAs can contribute to safe and supportive environments through fostering friendship and empathy.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Fostering Supportive and Safe Educational Environmentsmentioning

confidence: 99%

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Propelling Children’s Empathy and Friendship

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“…Accordingly, those who lack empathy may be more prone to having problems in their relationships, including interpersonal aggression and engagement in bullying. Supporting this view, some studies have shown that youth who lack affective empathy are more likely to bully their peers in school (see van Noorden et al 2017 for a meta-analytical review; Zych and Llorent 2019 ), and to assist and reinforce the behaviors of bullies (e.g., Gini et al 2015 ; see Mitsopoulou and Giovazolias 2015 for a review), and are less likely to defend the victims of bullying (see van Noorden et al 2017 for a meta-analytical review; Longobardi et al 2019 ). However, findings on the association between cognitive empathy and antisocial behavior are somewhat inconclusive.…”

Section: Introductionmentioning

confidence: 99%

Differences and Similarities between Perpetrators of Ethnic and Non-Ethnicity-Based Victimization

Özdemir

Giles

Özdemir

2020

J Youth Adolescence

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Immigrant and minority youth are at risk of ethnic victimization. Despite an increasing number of studies that aim to understand the consequences of such negativity, relatively little attention has been paid to understanding who the perpetrators of ethnic victimization are. To address this gap in knowledge, the present study examined whether youth who victimize their peers due to their ethnic background are also those who engage in non-ethnicity-based victimization. The study also investigated the underlying factors, i.e., impulsivity, empathy, moral disengagement, and attitudes toward immigrants, that are common or specific to groups of youth. The sample included 949 adolescents residing in Sweden ( M age = 13.11, SD = 0.41; range: 12–15; 46% girls). Cluster analysis revealed four distinct groups of adolescents, based on their reports of ethnic and non-ethnicity-based victimization: (1) low on both forms of victimization, (2) high on ethnic victimization only, (3) high on non-ethnicity-based victimization only, and (4) high on both forms of victimization. The results showed that being morally disengaged is a common denominator of ethnic and non-ethnicity-based victimizers. Difficulties in regulating impulses and lack of perspective-taking skills trigger youth’s engagement in non-ethnicity-based victimization. Lack of empathic concerns and low levels of positive attitudes toward immigrants are the bases of ethnic victimization. Together, these findings suggest that the precursors of ethnic and non-ethnicity-based victimization have similarities as well as differences, which require further attention in developing programs aimed at preventing different forms of peer victimization.

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“…On the contrary, positive, warm, and supportive teacher–student relationships have been proven to be vital to the healthy and positive development of children and adolescents, including for academic achievement and social skills (Longobardi, Gastaldi, Prino, Pasta & Settanni, 2016; Quaglia, Gastaldi, Prino, Pasta & Longobardi, 2013; Roorda, Jak, Zee, Oort & Koomen, 2017; Settanni, Longobardi, Sclavo, Fraire & Prino, 2015). In the context of school bullying, previous research have demonstrated that positive and supportive teacher–student relationships are linked on the one hand with less bullying behaviors and less pro‐bullying attitudes (Longobardi, Borello, Thornberg & Settanni, 2019) and on the other hand with greater defense behaviors in bullying situations (Jungert, Piroddi & Thornberg, 2016; Thornberg, Wänström, Hong & Espelage, 2017).…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying and cybervictimization among preadolescents: Does time perspective matter?

Longobardi

Gullotta

Ferrigno

et al. 2020

Scandinavian J Psychology

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Time perspective has been recognized as an important psychological dimension with a pervasive and powerful influence on human behavior. To the authors' knowledge, no studies have focused on the relationship between time perspective and cyberbullying behavior. The first aim of this research is to fill this gap by investigating the relationship between different time perspectives and both cyberbullying and cybervictimization among 6th to 8th grade students. The second objective was to investigate the relationship between time perspective, cyberbullying behaviors, peer problems, and the quality of relationship with teachers. A sample consisting of 403 students aged between 11 and 14 years from Italian middle schools (56% females, mean age = 12.2 years) were recruited. Participants filled in a self-report questionnaire measuring cyberbullying and cybervictimization as well as the Time Perspective questionnaire. The analyses showed the presence of significant correlations between time perspective and both cyberbullying and cybervictimization. In particular, cybervictimization showed a quite large positive correlation with a past-negative orientation and a negative correlation with past-positive orientation. Instead, the involvement in active cyberbullying was positively correlated with a past-negative orientation and negatively correlated with future orientation. The findings advance the understanding of psychological factors influencing cyberbullying during early adolescence and suggest the importance of past-positive and past-negative orientations in accounting for both active cyberbullying and cybervictimization. As expected, future orientation appeared to represent a protective factor against involvement in cyberbullying behaviors.

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Empathy and defending behaviours in school bullying: The mediating role of motivation to defend victims

Cited by 39 publications

References 51 publications

Propelling Children’s Empathy and Friendship

Propelling Children’s Empathy and Friendship

Differences and Similarities between Perpetrators of Ethnic and Non-Ethnicity-Based Victimization

Cyberbullying and cybervictimization among preadolescents: Does time perspective matter?

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