The emotional core of bullying: Further evidences of the role of callous–unemotional traits and empathy

Ciucci, Enrica; Baroncelli, Andrea

doi:10.1016/j.paid.2013.09.033

Cited by 55 publications

(46 citation statements)

References 22 publications

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“…Specifically, in girls, an uncaring disposition was associated with involvement in cyberbullying behaviors over and above grade, involvement in cyber victimization, callousness, and the two peer social standing variables. This evidence is in line with studies on traditional bullying and callous-unemotional traits, 22,53 and it is consistent with the developmental model on the female pathway to antisocial behavior in adolescence. According to this model, biological and psychosocial changes associated with puberty (e.g., hormonal changes, less parental monitoring, greater contact with deviant peers) would foster in girls the association between individual vulnerabilities (i.e., uncaring disposition toward others) and antisocial behavior (i.e., cyberbullying) during incoming adolescence.…”

Section: Emotional Traits Social Standing Cyberbullyingsupporting

confidence: 90%

Emotion-Related Personality Traits and Peer Social Standing: Unique and Interactive Effects in Cyberbullying Behaviors

Ciucci

Baroncelli

2014

Cyberpsychology, Behavior, and Social Networking

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This study investigated the unique and interactive effects of emotion-related personality traits (i.e., callousness and uncaring traits) and peer social standing (i.e., social preference and perceived popularity) on cyberbullying behaviors in preadolescents. A total of 529 preadolescents (247 boys, 46.69%) were recruited from an Italian middle school (Mage=12 years and 7 months; SD=1 year and 2 months). The participants primarily consisted of Italian children (91.12%). A series of binary logistic regression analyses parted by gender were conducted to examine the main and interactive effects of self-reported emotion-related variables and peer-reported social standing in the prediction of self-reported cyberbullying behaviors, while controlling for cyber victimization and grade effects. In girls, an uncaring disposition was directly associated with cyberbullying behaviors, whereas in boys this association only emerged for those with low perceived popularity. Our results indicated that, in developing anti(cyber)bullying programs, school researchers and practitioners should jointly consider individual and contextual factors.

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Section: Emotional Traits Social Standing Cyberbullyingsupporting

confidence: 90%

Emotion-Related Personality Traits and Peer Social Standing: Unique and Interactive Effects in Cyberbullying Behaviors

Ciucci

Baroncelli

2014

Cyberpsychology, Behavior, and Social Networking

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“…We expected a negative association of the frequency of bullying with affective, but not cognitive, empathy (based on Jolliffe & Farrington, 2006b). We explored the associations of victimization with cognitive and affective empathy (based on, e.g., Ciucci & Baroncelli, 2014;Poteat & Espelage, 2005). Furthermore, we explored whether and how the perceived severity is associated with cognitive empathy and affective empathy beyond the association of the frequency with cognitive and affective empathy, separately for bullying and victimization.…”

Section: Present Studymentioning

confidence: 99%

Disentangling the Frequency and Severity of Bullying and Victimization in the Association with Empathy

Noorden

Bukowski²,

Haselager

et al. 2015

Social Development

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This study disentangled the frequency and perceived severity of experienced bullying and victimization by investigating their associations with cognitive and affective empathy. Participants were 800 children (7-12 years old) from third-to fifth-grade classrooms who completed self-report measures of the frequency and perceived severity of their bullying and victimization and of cognitive and affective empathy. Results showed that the frequency and perceived severity of bullying were moderately correlated in the entire sample but unrelated within the subsample of bullies. Frequency and perceived severity of victimization were significantly and positively correlated in the entire sample (moderate effect) and the subsample of victims (small effect). Frequent, but not severe, bullies reported less cognitive empathy than non-bullies whereas both frequent and severe victims reported more affective empathy than non-victims. Within subsamples of bullies and victims, frequency of bullying was negatively associated with cognitive and affective empathy, and perceived severity of bullying was positively associated with affective empathy. Frequency of victimization was not associated with cognitive and affective empathy, but perceived severity of victimization was positively associated with both forms of empathy.

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“…Empathy encompasses the sharing (Eisenberg & Strayer, 1987) and understanding (Cohen & Strayer, 1996) of another's emotional state. Research has consistently identified relationships between empathy and perpetration of traditional bullying or aggressive and antisocial behaviour, regardless of the type of bullying or perpetrator gender (Ciucci & Baroncelli, 2014;Jolliffe & Farrington, 2006). Specifically, those with low levels of empathy engage in more frequent or severe bullying.…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying, self-esteem, empathy and loneliness

Brewer

Kerslake

2015

Computers in Human Behavior

338

194

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The emotional core of bullying: Further evidences of the role of callous–unemotional traits and empathy

Cited by 55 publications

References 22 publications

Emotion-Related Personality Traits and Peer Social Standing: Unique and Interactive Effects in Cyberbullying Behaviors

Emotion-Related Personality Traits and Peer Social Standing: Unique and Interactive Effects in Cyberbullying Behaviors

Disentangling the Frequency and Severity of Bullying and Victimization in the Association with Empathy

Cyberbullying, self-esteem, empathy and loneliness

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