Bystander Behaviour in Peer Victimisation: Moral Disengagement, Defender Self-Efficacy and Student-Teacher Relationship Quality

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  • Author(s): Sjögren, Björn (ORCID Sjögren, Björn (ORCID 0000-0001-9466-9829); Thornberg, Robert (ORCID Thornberg, Robert (ORCID 0000-0001-9233-3862); Wänström, Linda; Gini, Gianluca
  • Language:
    English
  • Source:
    Research Papers in Education. 2021 36(5):588-610.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Peer Relationship; Bullying; Victims; Moral Values; Self Efficacy; Teacher Student Relationship; Correlation; Junior High School Students; Middle School Students; Early Adolescents; Student Behavior; Reinforcement; Age Differences; Gender Differences; Foreign Countries
    • Subject Terms:
      Sweden
    • Accession Number:
      10.1080/02671522.2020.1723679
    • ISSN:
      0267-1522
    • Abstract:
      The aim of this study was to examine how different bystander roles in peer victimisation situations relate to moral disengagement, defender self-efficacy, and student-teacher relationship quality. Self-reported survey data were collected from 333 middle and junior high school students (10-15 years of age) from four schools in Sweden. Random intercept model analyses of factor scores revealed that, when witnessing peer victimisation, students high in moral disengagement and low in defender self-efficacy were more inclined to act as reinforcers or outsiders, and that students high in defender self-efficacy and student-teacher relationship quality were more inclined to act as defenders. Furthermore, examining these relationships within and between classes revealed that reinforcer and outsider behaviours were more common among students who, compared to their classmates, were higher in moral disengagement and lower in defender self-efficacy, whereas defending was more common among students who, compared to their classmates, were higher in defender self-efficacy. The results enrich the knowledge of factors related to different bystander behaviours, which has potential implications for prevention and intervention work.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1310851