Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning. Linköping University, Faculty of Arts and Sciences.
Univ British Columbia, Canada.
2019 (English)In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 10, article id 1752Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to examine whether individual and classroom collective social-cognitive processes (moral disengagement and self-efficacy) were associated with bullying perpetration among schoolchildren. An additional aim was to examine whether changes in these processes from grade 4 (Time 1) to grade 5 (Time 2) were associated with a change in bullying perpetration. Self-reported survey data were collected from 1,250 Swedish students from 98 classrooms. Results of multilevel analysis indicated that individual and classroom collective moral disengagement (CMD) were positively associated with bullying, and defender self-efficacy (DSE) was negatively associated with bullying. The effect of changes in individual moral disengagement on changes in bullying was positive, and the effects of changes in DSE and classroom collective efficacy on changes in bullying were negative. Thus, the findings demonstrate the changeability of moral disengagement, DSE and collective efficacy over time, and how these changes are linked to changes in bullying perpetration.

Place, publisher, year, edition, pages
FRONTIERS MEDIA SA , 2019. Vol. 10, article id 1752
Keywords [en]
bullying; moral disengagement; defender self-efficacy; collective efficacy; social-cognitive theory; peer influence
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-159566DOI: 10.3389/fpsyg.2019.01752ISI: 000477997500001OAI: oai:DiVA.org:liu-159566DiVA, id: diva2:1342463
Note

Funding Agencies|Swedish Research Council (Vetenskapsradet) [D0775301]

Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2019-11-18

Open Access in DiVA

fulltext(460 kB)8 downloads
File information
File name FULLTEXT01.pdfFile size 460 kBChecksum SHA-512
a2e5bc17f24eea10cac9c5cc7416618c878ce2d42638d5b5d30f0b7748518cd5c4111488ac15d79618e41bb63fe998bd9890b3547992f591cb4699d2e82ae6ad
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Thornberg, RobertWänström, Linda
By organisation
Education, Teaching and LearningFaculty of Educational SciencesThe Division of Statistics and Machine LearningFaculty of Arts and Sciences
In the same journal
Frontiers in Psychology
Psychology (excluding Applied Psychology)

Search outside of DiVA

GoogleGoogle Scholar
Total: 8 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 48 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf