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Social-Emotional Skill-Based Differences between Active and Passive Bystanders of Bullying

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Title: Social-Emotional Skill-Based Differences between Active and Passive Bystanders of Bullying
Language: English
Authors: Jenkins, Lyndsay N., Tennant, Jaclyn
Source: Contemporary School Psychology. Sep 2023 27(3):469-478.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Social Emotional Learning, Individual Differences, Bullying, Student Reaction, Middle School Students, Role, Interpersonal Competence, Profiles, Executive Function
DOI: 10.1007/s40688-022-00407-7
ISSN: 2159-2020
2161-1505
Abstract: The purpose of the current study was to investigate differences in social-emotional skills between active and passive bystanders. Data were collected on a sample of 352 middle school students using self-report of bullying role involvement and social skills and teacher reports of social/emotional competence and executive functioning skills. Using latent profile analysis, four patterns of bystander bully role combinations were identified. Then, the social/emotional competence, executive functioning, and social skills of active bystanders (i.e., defenders) and passive bystanders (i.e., outsiders) were compared. Overall, active bystanders had stronger social-emotional skills than passive bystanders. These results emphasize the association of students' executive functioning and social skills on their bullying role participation and support creating and implementing interventions designed to improve students executive functioning and social skills to increase rates of defending.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1388988
Database: ERIC
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  Data: Social-Emotional Skill-Based Differences between Active and Passive Bystanders of Bullying
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  Data: <searchLink fieldCode="AR" term="%22Jenkins%2C+Lyndsay+N%2E%22">Jenkins, Lyndsay N.</searchLink><br /><searchLink fieldCode="AR" term="%22Tennant%2C+Jaclyn%22">Tennant, Jaclyn</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The purpose of the current study was to investigate differences in social-emotional skills between active and passive bystanders. Data were collected on a sample of 352 middle school students using self-report of bullying role involvement and social skills and teacher reports of social/emotional competence and executive functioning skills. Using latent profile analysis, four patterns of bystander bully role combinations were identified. Then, the social/emotional competence, executive functioning, and social skills of active bystanders (i.e., defenders) and passive bystanders (i.e., outsiders) were compared. Overall, active bystanders had stronger social-emotional skills than passive bystanders. These results emphasize the association of students' executive functioning and social skills on their bullying role participation and support creating and implementing interventions designed to improve students executive functioning and social skills to increase rates of defending.
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        Type: general
      – SubjectFull: Individual Differences
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      – SubjectFull: Bullying
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      – SubjectFull: Student Reaction
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      – SubjectFull: Middle School Students
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      – SubjectFull: Role
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      – SubjectFull: Executive Function
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      – TitleFull: Social-Emotional Skill-Based Differences between Active and Passive Bystanders of Bullying
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