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.
Social Psychology
karim abdolmohammadi; farhad ghadirey; ali mohammadzadeh
Abstract
Introduction: Cyber aggression is a new form of interpersonal violence among adolescents that can cause a lot of damage to their mental health, so it is necessary to address its underlying factors. Therefore, the present study was conducted to predict cyber aggression based on empathy, moral indifference, ...
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Introduction: Cyber aggression is a new form of interpersonal violence among adolescents that can cause a lot of damage to their mental health, so it is necessary to address its underlying factors. Therefore, the present study was conducted to predict cyber aggression based on empathy, moral indifference, and rumination of anger in adolescents.
Method: The research method was a correlational description. The statistical population of this research was all the students studying in the second-period boys' high schools in Tabriz in the academic year 2022-2023, and 395 people were selected by the multi-stage cluster sampling method based on Morgan's sampling table. Anger rumination questionnaires (ARS), basic empathy scale, cyber aggression questionnaire for adolescents (CYBA), and moral indifference questionnaire were used in this research. The data were analyzed using the simultaneous regression analysis test.
Results: The results showed that there is a significant negative relationship between cyber aggression and emotional empathy (P<0.05) and a positive relationship between moral indifference and anger rumination with cyber aggression (P<0.01); Also, the results showed that 0.27 changes in cyber aggression are explained by emotional empathy, moral indifference, and anger rumination subcomponents. Also, cognitive empathy, memories of anger, and understanding the causes do not have a significant contribution to predicting cyber aggression (P<0.0001).
Conclusion: The present study showed that to control behaviors such as cyber aggression, more attention should be paid to emotional and moral components such as empathy, moral indifference, and anger rumination.
Social Psychology
mohamad hojati; mohamad abasi; ezatolah ghadampour
Abstract
Introduction: Aggressive behavior is one of the problems that negatively affects teenagers, especially their growth and academic performance. The aim of the present study was to modeling of aggression in school based on family functioning, neuroticism, and school climate with the mediating role of belief ...
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Introduction: Aggressive behavior is one of the problems that negatively affects teenagers, especially their growth and academic performance. The aim of the present study was to modeling of aggression in school based on family functioning, neuroticism, and school climate with the mediating role of belief about aggression, empathy, and school attachment among students. Method: The research method was correlation and structural equation modeling. The statistical population included all middle school male students (second period) in Harsin county in the academic year 2021-2022, number 1918, and 450 were randomly selected as a sample. Research data was collected with the McMaster family measurement questionnaires (Baldwin and Bishab, 1983), the school climate and identity questionnaire (Lee et al., 2017), the Neo personality questionnaire (McCree and Costa, 1985), the scale Revised Belief About Aggression (Campbell, Munser, McManius, & Woodhouse, 1999), Adolescent Empathy Questionnaire (Wozen et al., 2015), School Attachment Questionnaire (Moton, DeVaya, & Glazier, 1993), Aggression scale (Orpinas and Frankosky, 2001). Data were analyzed using the structural equation method in spss27 and amos27 software packages.Findings: The structural equation model supported the hypotheses that family functioning, neuroticism, school climate, belief about aggression, empathy, and school attachment all have causal effects on students' aggression in school. Conclusion: According to the research findings, family functioning, neuroticism, school climate, belief about aggression, empathy and school attachment play an essential role in students' aggression in school.