Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy.
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| Title: | Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy. |
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| Authors: | Lucas‐Molina, Beatriz, Pérez‐Albéniz, Alicia, Fonseca‐Pedrero, Eduardo, Giménez‐Dasí, Marta |
| Source: | Scandinavian Journal of Psychology. Aug2018, Vol. 59 Issue 4, p473-482. 10p. 1 Diagram, 3 Charts, 1 Graph. |
| Subjects: | Bullying, Empathy, School environment, Schools, Sex distribution, Social norms, Sociometry, Social attitudes |
| Abstract: | The aim of the present study was to examine whether the effect of empathy on the role children play in bullying situations, as either bullies, defenders or outsiders, was moderated by children's social status within their classroom, and whether this moderation was gender dependent. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3–6 (Mage = 9.80 years; SD = 1.24), recruited from 27 primary schools. Results showed that the effect of empathy on bullying behavior was moderated by the sociometric rating only in girls. Both empathy and social rating had an effect on defending behavior. However, neither the children's sociometric rating nor their gender moderated the relationship between empathy and defending and outsider behaviors. These findings are discussed in terms of their implications for interventions designed to prevent bullying in school settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The aim of the present study was to examine whether the effect of empathy on the role children play in bullying situations, as either bullies, defenders or outsiders, was moderated by children's social status within their classroom, and whether this moderation was gender dependent. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3–6 (Mage = 9.80 years; SD = 1.24), recruited from 27 primary schools. Results showed that the effect of empathy on bullying behavior was moderated by the sociometric rating only in girls. Both empathy and social rating had an effect on defending behavior. However, neither the children's sociometric rating nor their gender moderated the relationship between empathy and defending and outsider behaviors. These findings are discussed in terms of their implications for interventions designed to prevent bullying in school settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00365564 |
| DOI: | 10.1111/sjop.12453 |
