Parental Moral Disengagement Induction as a Predictor of Bullying and Cyberbullying: Mediation by Children’s Moral Disengagement, Moral Emotions, and Validation of a Questionnaire

Zych, Izabela; Gómez-Ortiz, Olga; Touceda, Lidia Fernández; Nasaescu, Elena; Llorent, Vicente J.

doi:10.1007/s12187-019-09670-2

Cited by 25 publications

(23 citation statements)

References 45 publications

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“…[66][67][68] In line with this, high levels of empathy also act as a protective factor against appearance of violent behavior and bullying, while low levels would be a risk agent. [69][70][71] A high level of empathy also predicts parental and peer group support, which means an increase in the ability to resolve conflicts, reducing violent behavior. 72 The study by Eisenberg et al 73 further shows high levels of aggressiveness in youths to be related to low empathy derived from the poor relationship and conflict with parents and other students.…”

Section: Relationship Between Empathy and School Violencementioning

confidence: 99%

The Complex Nature of School Violence: Attitudes Toward Aggression, Empathy and Involvement Profiles in Violence

Martínez

Jurado

Fuentes

et al. 2021

PRBM

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Background: Aggressive behavior in adolescents has become a concern in education, where adapting to and going through high school may generate important behavior problems in adolescents.Purpose: Analyze the relationships between parental and adolescent attitudes toward aggression and empathy. Identify profiles of direct and indirect involvement in school violence and determine differences between groups with respect to the components of empathy and attitudes toward aggression. Methods: The sample was comprised of 1287 high school students who were administered the Beliefs about Aggression and Alternatives questionnaire, the Parental Support for Fighting and the Interpersonal Reactivity Index. Results: The results show that beliefs in favor of the use of aggression in adolescents correlate positively with the perception of strong support from parents for aggression in response to conflict. Similarly, higher levels of support for the use of nonviolent strategies are positively related to the perception of strong support from parents. The relationships established with the components of empathy analyzed, both cognitive and emotional, were negatively correlated with favorable attitudes toward aggression. Results concerning the groups directly involved indicated that there were significant differences in the components of empathy between the groups. Furthermore, the multivariate analysis applied to the direct involvement groups showed significant differences between the groups in taking perspective. Between-group differences in empathic concern were also statistically significant for the group of active observers. Conclusion: Taking perspective and empathic concern are moderating variables both for observers and victims and their parents in situations of violence.

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Section: Relationship Between Empathy and School Violencementioning

confidence: 99%

The Complex Nature of School Violence: Attitudes Toward Aggression, Empathy and Involvement Profiles in Violence

Martínez

Jurado

Fuentes

et al. 2021

PRBM

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“…Therefore, there is still not much knowledge about the degree to which different moral disengagement mechanisms may be related to bullying perpetration. Even though all or most of the foci or mechanisms of moral disengagement might positively correlate with bullying perpetration (e.g., Thornberg and Jungert, 2014;Zych et al, 2019), only a few studies have examined their associations with bullying perpetration when all mechanisms are included in the same models. In their regression models, Robson and Witenberg (2013) found that moral justification and diffusion of responsibility were significantly associated with traditional bullying behavior, whereas diffusion of responsibility and blaming the victim were significantly associated with cyberbullying behavior.…”

Section: Social-cognitive Theory Of Moral Agencymentioning

confidence: 99%

Situationally Selective Activation of Moral Disengagement Mechanisms in School Bullying: A Repeated Within-Subjects Experimental Study

et al. 2020

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With reference to social-cognitive theory, the aim of the present study was to examine whether school students' tendency to display different moral disengagement mechanisms varies according to different social cues in hypothetical events in which they are engaged in bullying behavior. A repeated within-subjects experimental design was adopted. A total of 706 Swedish students (aged 10-20) from 75 classrooms responded to four verbal bullying vignettes by filling out a self-report survey. The results showed changes in moral disengagement mechanisms across the bullying situations. For instance, moral justification, victim blaming, and dehumanization scored higher in the mean victim condition and lower in the likable victim condition than in the other two conditions. Diffusion of responsibility was higher in the group conformity condition than in the other conditions. The findings also revealed differences in the levels of moral disengagement mechanisms within the bullying conditions. For example, euphemistic labeling and displacement of responsibility scored higher than the other mechanisms in the laughing audience condition. Victim blaming scored higher than the other mechanisms in the mean victim condition. Dehumanization, victim blaming, and moral justification scored lowest while euphemistic labeling was higher than most of the other mechanisms in the likable victim condition.

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“…In the school environment, these competencies are related to cooperation between peers and, in general, to positive social functioning in the classroom (Roseth et al, 2008). In this sense, empathy , as well as the moral aspect (Zych et al, 2019) are added. Both are expressed through social and emotional responses related to moral values (Haidt, 2003) because people tend to feel proud and satisfied when their behaviors are socially and morally consistent, which in turn encourages and predisposes towards such prosocial behaviors in the classroom (Tangney, 1991).…”

Section: Introductionmentioning

confidence: 99%

Relations among social, emotional and moral competencies, reading and mathematical competence in students of secondary education

Llorent¹,

CABALLERO-COBOS²,

GARCIA-CABRERA³

2021

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This research aims to study the relationship among social, emotional and moral competencies, reading comprehension, and mathematical competence. The study is cross-sectional and ex-post-facto, with a convenience sample of 209 students in 7th grade (1st level of Spanish Compulsory Secondary Education) in three schools. Reading and mathematical competence no significant differences were found with other variables. The data highlights significant differences in social, emotional and moral competencies. The lack of significant relations among the three key competencies has educational implications.

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Parental Moral Disengagement Induction as a Predictor of Bullying and Cyberbullying: Mediation by Children’s Moral Disengagement, Moral Emotions, and Validation of a Questionnaire

Cited by 25 publications

References 45 publications

The Complex Nature of School Violence: Attitudes Toward Aggression, Empathy and Involvement Profiles in Violence

The Complex Nature of School Violence: Attitudes Toward Aggression, Empathy and Involvement Profiles in Violence

Situationally Selective Activation of Moral Disengagement Mechanisms in School Bullying: A Repeated Within-Subjects Experimental Study

Relations among social, emotional and moral competencies, reading and mathematical competence in students of secondary education

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