Defending Victims of Bullying in Early Adolescence: A Multilevel Analysis

Defending Victims of Bullying in Early Adolescence: A Multilevel Analysis Adolescents’ defending behaviors in school bullying situations is likely determined by individual characteristics, social status variables, and classroom/school contextual factors operating simultaneously in the peer ecology. However, there is little research on defending behavior that utilizes this multilevel approach. This study investigated how students’ willingness to defend victims of bullying was affected by feelings of empathy, perceived popularity, and classroom-level perceived prosocial norms. Participants were 1373 adolescents (40% girls, Mage: 14 yrs) from 54 classrooms in six middle schools in South Korea. These youth reported on their feelings of empathy and how prosocial they perceived their classmates to be. Peer-ratings and peer nominations were used to estimate defending behaviors and which students were perceived as popular. Multilevel analyses showed that participants were more likely to defend victims when they had greater empathy and perceived popularity and when classroom-level prosocial norms were higher. The findings have implications for interventions to reduce school bullying and for studying defending behavior in multiple cultural contexts. ● ● ● ● ● Keywords Defender Bullying Perceived popularity Empathy Norms Early adolescents Introduction tion and a bystander’s action or inaction could be influ- enced by the quest for high status. That is, bullying is not Since http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Youth and Adolescence Springer Journals

Defending Victims of Bullying in Early Adolescence: A Multilevel Analysis

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Publisher
Springer US
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Psychology; Child and School Psychology; Clinical Psychology; Health Psychology; Law and Psychology; History of Psychology; Psychology, general
ISSN
0047-2891
eISSN
1573-6601
D.O.I.
10.1007/s10964-018-0869-7
Publisher site
See Article on Publisher Site

Abstract

Adolescents’ defending behaviors in school bullying situations is likely determined by individual characteristics, social status variables, and classroom/school contextual factors operating simultaneously in the peer ecology. However, there is little research on defending behavior that utilizes this multilevel approach. This study investigated how students’ willingness to defend victims of bullying was affected by feelings of empathy, perceived popularity, and classroom-level perceived prosocial norms. Participants were 1373 adolescents (40% girls, Mage: 14 yrs) from 54 classrooms in six middle schools in South Korea. These youth reported on their feelings of empathy and how prosocial they perceived their classmates to be. Peer-ratings and peer nominations were used to estimate defending behaviors and which students were perceived as popular. Multilevel analyses showed that participants were more likely to defend victims when they had greater empathy and perceived popularity and when classroom-level prosocial norms were higher. The findings have implications for interventions to reduce school bullying and for studying defending behavior in multiple cultural contexts. ● ● ● ● ● Keywords Defender Bullying Perceived popularity Empathy Norms Early adolescents Introduction tion and a bystander’s action or inaction could be influ- enced by the quest for high status. That is, bullying is not Since

Journal

Journal of Youth and AdolescenceSpringer Journals

Published: May 29, 2018

References

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