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Kim J, Sijtsema JJ, Thornberg R, Caravita SCS, Hong JS. Shaping Citizenship in the Classroom: Peer Influences on Moral Disengagement, Social Goals, and a Sense of Peer Community. J Youth Adolesc 2024; 53:732-743. [PMID: 38091164 DOI: 10.1007/s10964-023-01916-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 11/22/2023] [Indexed: 02/04/2024]
Abstract
Despite the important role of peers in the social process of classroom citizenship, the peer influence related to moral disengagement, social goals, and a sense of peer community remain unclear. To this end, it was examined to what extent youth become similar to their friends in moral disengagement, social goals, and a sense of peer community. Participants were 283 South Korean third to sixth graders (Mage = 9.60 years, SD = 0.97; 51.6% girls) who completed an online survey for moral disengagement, social goals, the sense of peer community and friendship network across the beginning (Time 1) and end (Time 2) of the school semester (September to December). Longitudinal social network analyses indicated that youth became more similar to their friends concerning moral disengagement and a sense of peer community, but did not select friends based on these aspects. The strength of these influence effects varied in terms of different levels of these aspects. Specifically, youth were more likely to become similar to their friends at lower levels of moral disengagement. Youth tended to be similar to the friends' level of sense of peer community. This tendency was relatively strong at the lowest and the highest levels of a sense of peer community. Future research should address the role of friendship in shaping classroom citizenship and the importance of classroom daily teaching practice in youth citizenship development.
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Affiliation(s)
- Jingu Kim
- Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, 6525 GD, Nijmegen, The Netherlands.
- Busan National University of Education, Busan, South Korea.
| | - Jelle J Sijtsema
- Tilburg University, Tilburg, The Netherlands
- University of Groningen, Groningen, The Netherlands
| | | | | | - Jun Sung Hong
- Wayne State University, Detroit, USA
- Ewha Womans University, Seoul, South Korea
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Li X, Xia LX. A serial cascade effect of cybervictimization and hostile rumination on the within-person change of moral disengagement. J Pers 2024. [PMID: 38386592 DOI: 10.1111/jopy.12920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Revised: 01/14/2024] [Accepted: 01/31/2024] [Indexed: 02/24/2024]
Abstract
OBJECTIVE There is a lack of clarity regarding the developmental mechanisms underlying moral disengagement (a typical moral personality) at the within-person level. To address this issue, we explore the serial cascade effect of cybervictimization and hostile rumination. METHOD The longitudinal relationships between cybervictimization, hostile rumination, and moral disengagement were explored among 1146 undergraduates, assessed four times (T1-T4) across 2 years. RESULTS The random intercept cross-lagged panel model (RI-CLPM) analysis revealed that the random intercepts of all variables were positively associated with each other. At the within-person level, cybervictimization at T2 indirectly predicted subsequent changes in moral disengagement at T4 through changes in hostile rumination at T3 (the indirect effect was 0.02); furthermore, moral disengagement at T3 predicted changes in hostile rumination at T4 (β = 0.091). CONCLUSIONS The within-person dynamics of moral disengagement should be partly due to the serial effect of cybervictimization and hostile rumination, whereas hostile rumination and moral disengagement may form a developmental cascade to some degree. These findings and the proposed serial cascade model of moral disengagement could expand our understanding of the developmental mechanism of moral personality. Additionally, caution must be exercised as this study exhibits seemingly small effect sizes and inconsistent results.
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Affiliation(s)
- Xiong Li
- Research Center of Psychology and Social Development, Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China
| | - Ling-Xiang Xia
- Research Center of Psychology and Social Development, Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China
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Ojanen T, Findley-Van Nostrand D, McVean ML. Is Bullying Always about Status? Status Goals, Forms of Bullying, Popularity and Peer Rejection during Adolescence. J Genet Psychol 2024; 185:36-49. [PMID: 37688379 DOI: 10.1080/00221325.2023.2254347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 08/29/2023] [Indexed: 09/10/2023]
Abstract
Bullying has been associated with status goals among peers, but this research has not distinguished among forms of bullying, nor included actual status or popularity among peers in an integrated analysis. To this aim, in concurrent correlational data, we examined adolescent status goals as predictors of peer-reported physical, verbal, exclusionary and electronic bullying, and these further as predictors of popularity and peer rejection (N = 256; 67.2% girls; M age = 12.2 years). We also explored potential indirect associations of status goals with popularity and peer rejection via forms of bullying. The findings indicated that verbal bullying was the most common form of bullying. Status goals were positively related to all but physical bullying, yet only verbal bullying partially mediated this association with popularity. Electronic bullying was unrelated to popularity and peer rejection, when controlling for other bullying forms (but was positively related to rejection at the bi-variate level). The findings underscore the importance of assessing bullying as a heterogeneous construct, as related goals and adjustment among peers may depend on its specific form.
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Affiliation(s)
- Tiina Ojanen
- Department of Psychology, University of South Florida, Tampa, FL, USA
| | | | - Melanie L McVean
- Department of Social Work, Hillsborough County Public Schools, Tampa, FL, USA
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Thornberg R. Longitudinal link between moral disengagement and bullying among children and adolescents: A systematic review. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1080/17405629.2023.2191945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/22/2023]
Affiliation(s)
- Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linkoping, Sweden
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Children’s perspective on fears connected to school transition and intended coping strategies. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09759-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
AbstractThe transition from primary to secondary school comes with major changes in the lives of children. There is a shortage of in-depth analyses of young people’s perspectives concerning their fears and strategies to address these. This qualitative study aims to gain first-hand understanding of children’s fears and the intended coping strategies used during school transition. Data from 52 workshops were analysed, with a total of 896 students (M age = 10.40, SD = .839) in lower Austria. First, in the classroom setting, a vignette story about a child facing fears about school transition from primary to secondary school was developed with pupils in a brainstorming session. This was followed by self-selected small group discussions, where pupils proposed strategies to help cope with these fears. A thematic analysis was carried out. Major thematic clusters distinguished between four types of fears: peer victimisation, being alone, victimisation by authority figures, and academic failure. Three additional thematic clusters described strategies for countering the fears: enacting supportive networks, personal emotion regulation, and controlling behaviour. In addition to these connected clusters, two further themes were identified: strategy outcomes and consequences, i.e., personal experiences with using specific strategies, and the discussion of participants about contradictions and questionable usefulness of identified strategy outcomes. In conclusion, the children in our study reported more social fears as compared to academic fears. Children seem reasonably competent at naming and identifying strategies; however, maladaptive strategies, as well as controversies within the described strategies may indicate a lack of certainty and competence at engaging with these strategies on a practical level.
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Minimizing responsibility in the aggressive dynamics of bullying and its impact on other strategies of moral disengagement: a longitudinal study. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-022-04229-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
AbstractNot assuming responsibility, or minimizing it, after committing an offence is one of the four moral disengagement strategies linked to the phenomenon of bullying described by the Social Cognitive Theory. However, to date, there has been no research into the role of the agent’s locus in this process and the mediating effect of bullying perpetration in the possible evolutionary sequencing of moral disengagement strategies. This study addresses both of these goals. A total of 1107 schoolchildren (54.7% girls; Mage = 14.49; SD = 0.789) were surveyed in a longitudinal study at three time points spaced six months apart. The results indicated that minimizing responsibility directly predicts both cognitive restructuring and distortion of consequences. They also confirmed that aggressive perpetration in bullying has a mediating effect on all three strategies. Nevertheless, this sequential dynamic does not include dehumanization, which was not directly linked to minimizing responsibility and was mediated by the perpetration of aggression in bullying. We discuss the extent to which minimizing responsibility is the first step in a temporal sequence of moral disengagement mechanisms that help maintain the aggressive dynamic in bullying, so that it stimulates the other mechanisms and incorporates the locus of the aggressive agent. These findings allow us to advance in our understanding of the ethical dimension (sensitivity and moral criteria) implicit in the phenomenon of unjustified aggressiveness known as bullying.
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Self-promotion and online shaming during COVID-19: A toxic combination. INTERNATIONAL JOURNAL OF INFORMATION MANAGEMENT DATA INSIGHTS 2022; 2. [PMCID: PMC9444892 DOI: 10.1016/j.jjimei.2022.100117] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/11/2023]
Abstract
A public shaming frenzy has spread through social media (SM) following the instigation of lockdown policies as a way to counter the spread of COVID-19. On SM, individuals shun the idea of self-promotion and shame others who do not follow the COVID-19 guidelines. When it comes to the crime of not taking a pandemic seriously, perhaps the ultimate penalty is online shaming. The study proposes the black swan theory from the human-computer interaction lens and examines the toxic combination of online shaming and self-promotion in SM to discern whether pointing the finger of blame is a productive way of changing rule-breaking behaviour. A quantitative methodology is applied to survey data, acquired from 375 respondents. The findings reveal that the adverse effect of online shaming results in self-destructive behaviour. Change in behaviour of individuals shamed online is higher for females over males and is higher for adults over middle-aged and older-aged.
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Tolmatcheff C, Galand B, Roskam I. Validation of the French version of the moral disengagement in bullying scale: Testing Bandura's conceptual model. J Sch Psychol 2022; 91:81-96. [DOI: 10.1016/j.jsp.2022.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 08/30/2021] [Accepted: 01/03/2022] [Indexed: 11/29/2022]
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Zhao L, Yu J. A Meta-Analytic Review of Moral Disengagement and Cyberbullying. Front Psychol 2021; 12:681299. [PMID: 34916984 PMCID: PMC8669765 DOI: 10.3389/fpsyg.2021.681299] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Accepted: 11/02/2021] [Indexed: 11/23/2022] Open
Abstract
With the development of technology, cyberbullying prevalence rates are increasing worldwide, and a growing body of the literature has begun to document cyberbullying behavior. Moral disengagement is often considered a key correlate factor in cyberbullying. This article aims to conduct a meta-analysis review of the relationship between moral disengagement and cyberbullying and some psychosocial and cultural variables. Based on the PRISMA method, a random-effects meta-analysis is employed in this study to obtain reliable estimates of effect sizes and examine a range of moderators (age, gender, measure method, and cultural background). Relevant studies, published from 2005 to February 30, 2021, were identified through a systematic search of the Web of Science, ScienceDirect, SpringerLink, Pubmed, EBSCO, and Wiley Online Library. Finally, 38 studies (N=38,425) met the inclusion criteria. The meta-analysis conclusion demonstrated that moral disengagement positively correlated medium intensity with cyberbullying (r=0.341). Age, gender, and cultural background had moderated the relationship between moral disengagement and cyberbullying.
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Affiliation(s)
- Lijun Zhao
- Department of Psychology, School of Education Science, Liaocheng University, Liaocheng, China
| | - Junjian Yu
- Department of Psychology, School of Education Science, Liaocheng University, Liaocheng, China
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Gini G, Thornberg R, Bussey K, Angelini F, Pozzoli T. Longitudinal Links of Individual and Collective Morality with Adolescents' Peer Aggression. J Youth Adolesc 2021; 51:524-539. [PMID: 34661788 PMCID: PMC8881436 DOI: 10.1007/s10964-021-01518-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 10/03/2021] [Indexed: 11/29/2022]
Abstract
Adolescents' aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants completed self-report measures of moral identity, moral disengagement, perceived collective moral disengagement in the fall, and reactive and proactive aggression in the fall and in the spring. Multivariate multilevel analysis indicated that, at the individual level, after controlling for the stability of aggressive behavior, T2 (Time 2) reactive aggression was higher for students who reported lower moral identity and higher moral disengagement at T1 (Time 1). For proactive aggression, a significant interaction effect indicated that the negative association between T1 moral identity and T2 aggression was apparent only at high levels of T1 moral disengagement. Moreover, proactive aggression was significantly predicted by higher perceived collective moral disengagement. At the class-level, T1 collective moral disengagement helped explain between-class variability of T2 reactive and proactive aggressive behavior. How these results expand previous research on morality and aggressive behavior and their potential implications for prevention and intervention programs is discussed.
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Affiliation(s)
- Gianluca Gini
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Kay Bussey
- Department of Psychology, Macquarie University, Sydney, Australia
| | - Federica Angelini
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy
| | - Tiziana Pozzoli
- Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy
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