Tempted to join in or not? Moral temptation and self‐reported behaviour in bullying situations

Gutzwiller-Helfenfinger, Eveline; Perren, Sonja

doi:10.1111/bjdp.12348

Cited by 4 publications

(3 citation statements)

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“…There are many situations in everyday life where the morally appropriate course of action is less obvious. An example would be when an individual is unexpectedly presented with the temptation of being given too much change, a so-called passive moral temptation (see Gutzwiller-Helfenfinger & Perren, 2020 ). The individual did nothing to cause the situation and did not intend to break a moral rule (here: keeping the money although it belongs to someone else).…”

Section: Discussionmentioning

confidence: 99%

“…Such situations share similarities with the position of bystanders to bullying; they did not start the bullying or intend to harm someone. Gutzwiller-Helfenfinger and Perren (2020 ) showed that those participants who constructed a favorable interpretation of yielding to passive moral temptation (i.e., argued in favor of keeping the money) displayed higher levels of assisting the bully and higher levels of online bullying. These findings imply that the moral quality of a bullying situation might present itself differently and might thus be interpreted differently depending on the role of an individual in the bullying dynamic.…”

Section: Discussionmentioning

confidence: 99%

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The Moral Dimensions of Bullying at School

Gutzwiller-Helfenfinger¹,

Perren²

2022

Handbook of Moral Development

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Moral Dimensions of Bullying at School

Gutzwiller-Helfenfinger¹,

Perren²

2022

Handbook of Moral Development

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“…Empathy corresponds to the ability to understand and feel the emotions of others [ 35 ]. Bullying is a repeated aggressive behavior that interferes with social and moral norms, as these acts are intentional and include denigrating elements for the victim [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

Attitudes toward Transsexuality, Empathy, and Bullying in Young Population

Mora

Rodríguez

Ramón

2022

IJERPH

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Affective-sexual and gender diversity is an increasingly distinctive and extended reality and should be acknowledged and respected. From a psychosocial and educational point of view, it is appropriate to review young people’s attitudes and knowledge regarding this, relating them to aspects such as empathy, violence, or bullying, to implement quality education in the early stages of primary education. The main objective of this study was to analyze the relationship between empathy levels, attitudes toward transsexuality, and bullying among Spanish university students. The sample consisted of 247 students. Instruments were administered to evaluate negative attitudes toward transsexual people, gender ideology, transphobia, bullying, and empathy. Inverse relationships were found between transphobia and empathy. Regression analysis demonstrated the predictive ability of empathy on attitudes toward transsexual people. The results of this study are expected to increase awareness in society and encourage appropriate, satisfactory, or tolerable coexistence, in which all individuals can be free to live and express themselves. While the results indicated that the quality of life of transgender people has comparatively improved, there is still a long way to go.

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When Being Bad Feels Good: A Systematic Review of the Relationship Between Positive Emotion and Antisocial Behavior in Children and Adolescents

Moore,

Tam,

Allen

2024

Clin Child Fam Psychol Rev

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Antisocial behavior in childhood and adolescence is associated with poor family and peer relationships, and a higher risk of mental and physical health problems in adulthood, as well as criminality. Emotions play a central role in children’s moral development, but most research has focused on negative emotions (e.g., shame and guilt), in relation to childhood antisocial behavior. Research in adult populations indicates that positive emotions experienced in anticipation of, during, and after antisocial acts may play an important role in the development and maintenance of antisocial behavior. Consequently, this systematic review aimed to investigate the relationship between positive emotion and antisocial behavior in children and adolescents. A systematic search in five databases was conducted, yielding 52 studies that used different methodological approaches, samples, designs and methods to examine this association. Results provide support for a positive relationship between positive emotion and antisocial behavior across community, forensic and clinical samples. This link appeared to be stronger for younger children, boys, and for children high in social dominance, callous-unemotional or sensation-seeking traits. Results suggested that positive affect may act in concert with negative emotion, cognitive, personality and motivational processes, as well as peer influences to determine the initiation and maintenance of antisocial behavior. This review presents directions for future research and discusses the implications of findings for prevention and intervention programs for youth with antisocial behavior.

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Tempted to join in or not? Moral temptation and self‐reported behaviour in bullying situations

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 4 publications

References 69 publications

The Moral Dimensions of Bullying at School

The Moral Dimensions of Bullying at School

Attitudes toward Transsexuality, Empathy, and Bullying in Young Population

When Being Bad Feels Good: A Systematic Review of the Relationship Between Positive Emotion and Antisocial Behavior in Children and Adolescents

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