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Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study

机译:欺凌中的个人和课堂社会认知过程:一项短期纵向多层次研究

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摘要

The aim of this study was to examine whether individual and classroom collective social-cognitive processes (moral disengagement and self-efficacy) were associated with bullying perpetration among schoolchildren. An additional aim was to examine whether changes in these processes from grade 4 (Time 1) to grade 5 (Time 2) were associated with a change in bullying perpetration. Self-reported survey data were collected from 1,250 Swedish students from 98 classrooms. Results of multilevel analysis indicated that individual and classroom collective moral disengagement (CMD) were positively associated with bullying, and defender self-efficacy (DSE) was negatively associated with bullying. The effect of changes in individual moral disengagement on changes in bullying was positive, and the effects of changes in DSE and classroom collective efficacy on changes in bullying were negative. Thus, the findings demonstrate the changeability of moral disengagement, DSE and collective efficacy over time, and how these changes are linked to changes in bullying perpetration.
机译:这项研究的目的是检验个人和课堂集体的社会认知过程(道德脱离接触和自我效能感)是否与小学生中的欺凌行为有关。另一个目标是检查从4年级(时间1)到5年级(时间2)的这些过程的变化是否与欺凌行为的变化相关。自我报告的调查数据来自98个教室的1,250名瑞典学生。多级分析的结果表明,个人和课堂集体道德脱离(CMD)与欺负呈正相关,而防御者自我效能感(DSE)与欺负呈负相关。个人道德失范的变化对欺凌行为的影响为正,而DSE和课堂集体效能的变化对欺凌行为的影响为负。因此,研究结果证明了道德脱离,DSE和集体效能随时间的变化,以及这些变化如何与欺凌行为的变化联系在一起。

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