Social Psychology
Kamyar Azimi; Manijeh Shehni Yailagh; Mehrdad Khoshnamvand
Abstract
Introduction: Identifying the factors implicated in adolescent bullying perpetration, particularly moral mechanisms, is important for driving research, policy, and practice to prevent and reduce adolescent bullying behavior. Therefore, based on the social-cognitive model of moral identity and the social-cognitive ...
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Introduction: Identifying the factors implicated in adolescent bullying perpetration, particularly moral mechanisms, is important for driving research, policy, and practice to prevent and reduce adolescent bullying behavior. Therefore, based on the social-cognitive model of moral identity and the social-cognitive theory of moral agency, the present study examined the relationship between moral identity and bullying of Iranian adolescents with the mediating role of moral disengagement.
Methods: The participants consisted of 392 adolescent (217 male and 175 female) high school students in Kuhdasht, aged 15-18 years (M = 16.44 and SD = 0.72). They were selected using a multistage random sampling method and completed the Parada Adolescent Peer Relations Instrument (2000), Aquino and Reed's Moral Identity Scale (2002), and Bandura’s Mechanisms of Moral Disengagement Scale (1996). Data were analyzed using confirmatory factor analysis and structural equation modeling.
Findings: The findings showed that moral identity negatively and significantly predicted bullying (β = -0/37) and moral disengagement (β = -0/27). Also, moral disengagement played a positive and significant role in predicting bullying (β = 0/23). In addition, the results of structural equation modeling indicated that moral disengagement significantly mediated the relationship between moral identity and bullying (β = -0/051).
Conclusion: In sum, these findings highlight the role of moral identity and moral disengagement in adolescent bullying behavior. Theoretical and practical implications of these findings and directions for future research are discussed.
abolfazl babaei; shahram vahedi; ali imanzadeh; yosof adib
Abstract
Introduction: Due to the high prevalence of bullying and the effect of the moral disengagement mechanism in increasing bullying perpetration rate, this study is conducted with the aim of investigating the effectiveness of ethical sensitivity skill training on decreasing the moral disengagement mechanism ...
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Introduction: Due to the high prevalence of bullying and the effect of the moral disengagement mechanism in increasing bullying perpetration rate, this study is conducted with the aim of investigating the effectiveness of ethical sensitivity skill training on decreasing the moral disengagement mechanism and bullying perpetration. Method: This study was conducted using the quasi-experimental method and a pretest-posttest design with a control group. The statistical population in this study consisted of all middle school girls in Abhar in the academic year of 2019-2020, and two schools from the middle schools were selected using random cluster sampling to conduct Crick-Grotpeter’s self-reporting children’s social behavior scale (1995) survey. 31 students from each group were also selected with the collaboration of each school’s management staff and consultant. Then, one of the schools was purposefully selected as the experimental group for conducting the program, and the other school, as the control group, did not receive any interventional program. The interventional program, consisting of ethical sensitivity skill of Endicott, Bock, Mitchell, and Narvaez (2001), was conducted in nine 45-minute sessions in the control group. Bandura’s moral disengagement survey (1996) and Crick-Grotpeter’s self-reporting children’s social behavior scale survey (1995) were as well conducted before and after the interventional program. Data were analyzed using the multivariate and univariate covariance analysis. Results: MANCOVA analysis results show that receiving ethical sensitivity training in the experimental group leads to a decrease in the grades of moral disengagement and bullying perpetration post-tests in comparison to the control group. Conclusion: Based on the results of this study, it is suggested that the topic of ethical growth and the related skills should be considered for development of multi-aspect skills of children and adolescents in prevention and control of aggression and bullying.
masoud najari; hoshang jadidi; omid moradi; qumarth karimi
Volume 8, Issue 29 , December 2019, , Pages 43-58
Abstract
.Abstract Introduction: School bullying is now an epidemic that affects millions of students. Accordingly, the purpose of this study was to develop a social adjustment curriculum and its effectiveness on the bullying rate of secondary school students. Method: The research method was semi-experimental ...
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.Abstract Introduction: School bullying is now an epidemic that affects millions of students. Accordingly, the purpose of this study was to develop a social adjustment curriculum and its effectiveness on the bullying rate of secondary school students. Method: The research method was semi-experimental with pre-test and post-test design with control group. The study population consisted of all boys' secondary school students in the academic year of 1969-94. Using cluster sampling, 30 subjects (15 experimental and 15 control group) were selected and collected. The data responded to the Illinois bullying scale (2001). The experimental group received 10 sessions of 90 minutes and for 5 consecutive weeks (2 sessions per week) under the social adjustment program and the control group received no intervention. Data were analyzed using covariance analysis. Results: The results of this study showed that social adjustment programs had a significant effect on student bullying (η = 0.52, p <0/000, f = 28/94). Conclusion: Overall, the results showed the effectiveness of the social adjustment program as an effective method for bullying bullying in boys. It is suggested that this program be put on the agenda of custodians of education and educational institutions to counteract and reduce the behavior of bullying people in schools.
seyed reza poorseyed; seyed mehdi poorseyed
Volume 8, Issue 30 , September 2018, , Pages 55-78
Abstract
The aim of this research was to designing a Social Interest Therapy (SIT) program for bullying and victim students and Examining its effectiveness he effectiveness on bullying and victim behaviors in adolescences. The research design was quasi-experimental with pretest posttest, two month Follow-up and ...
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The aim of this research was to designing a Social Interest Therapy (SIT) program for bullying and victim students and Examining its effectiveness he effectiveness on bullying and victim behaviors in adolescences. The research design was quasi-experimental with pretest posttest, two month Follow-up and two control groups. In this study statistical population was second and third high school grades bullying and victim boy students in Abarkooh in the academic year 2015-2016. Implement research after applying sociometry, of among the students who based on the analysis of the results of sociometry were classified as bullying and victimization adolescents, 40 students were randomly selected as bullying group and 40 students were selected as victimization group. Then each group was randomly assigned into two groups of experimental and control and all subjects completed the Olweus Bulling/ victimization revised questionnaire. Experimental groups participated in Social Interest Therapy program for 12 sessions (two sessions per week) separately but the control group received no intervention. Mixed intra-between group Multivariate Variance analysis and pairwise comparisons results indicated that Social Interest Therapy could amelioration bullying and victim behaviors in experimental groups than in post-test and follow-up. Helping students Reorient their opinions and aims, inferiority feelings resolution and belonging and social interest enhancement has led to behaviors amelioration of bullying and victim behaviors in adolescents.
Volume 6, Issue 24 , January 2017
Abstract
Introduction: The aim of this research was to investigate the effectiveness of the theory of mind training on empathy and bullying in children.
Method: The research design of the study was of Full-experimental type with pretest-posttest by control group. 36 preschool girls in Tehran were selected by ...
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Introduction: The aim of this research was to investigate the effectiveness of the theory of mind training on empathy and bullying in children.
Method: The research design of the study was of Full-experimental type with pretest-posttest by control group. 36 preschool girls in Tehran were selected by convenience sampling. The random sample of 18 students in the experimental group and the control group were 18 children and their mothers were taken pre-test. The meetings theory of mind were applied on experimental group and both mother groups were taken posttest. The instruments used in this study were Empathy Questioner (EQ) and Olweus Bully/Victim Questionnaire Revised (OB/VQ-R).Data were analyzed using analysis of covariance.
Results: Results showed a significant increase in the mean scores empathy and a significant decrease in subscales of bullying (001 / ≥p) scores of the experimental group compared to the control group.
Conclusion: This study showed that theory of mind training sessions can improve empathy and reduce bullying behaviors in children. So, theory of mind on moral emotions increase and improve behavior and social skills in children is effective.
Volume 6, Issue 22 , July 2016
Abstract
Introduction: The aim of this study was to investigate the relationship between perceived control behavior and bullying behavior, and study of mediating role of failure to satisfy psychological needs and anger between them.
Method: 480 subjects selected from Tehrans student by random cluster sampling. ...
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Introduction: The aim of this study was to investigate the relationship between perceived control behavior and bullying behavior, and study of mediating role of failure to satisfy psychological needs and anger between them.
Method: 480 subjects selected from Tehrans student by random cluster sampling. All subjects answered to failure to satisfy psychological needs (Bartholomew, 2011), perceived control behavior (Bartholomew, 2011) and anger-bullying (Bosworth, 1999) questionnaires. For analyzing data structural equation modeling with LISREL software was used.
Results: Results showed a direct effect of non-satisfaction of psychological needs on anger and bullying is a significant positive. Anger has positive and significant impact on bullying. Given the negative effect of condition, intimidation and control over the behavior of the non-satisfaction of psychological needs is positive and significant. But the effect of controlling praise/reward on the non-satisfaction of psychological needs is not significant. Indirect negative impact of contingent consideration, intimidation and control over anger and bullying behavior is positive and significant. Direct effect on bullying is positive and significant non-satisfaction of psychological needs.
Conclusions: Overall results of perceived control behavior to fulfill psychological needs of anger and violence underscored deals.