Moral disengagement and bullying at school: Is there a gender issue?

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-02-19 DOI:10.1080/21683603.2020.1859421

S. Georgiou, Kyriakos Charalampous, Panayotis Stavrinides

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引用次数: 5

Abstract

ABSTRACT The aim of the present study was to examine the relationship between moral disengagement, emotion regulation and bullying behavior at school. Participants were 512 adolescents (281 males and 231 females) attending secondary schools in Cyprus. They completed a questionnaire package two times, with a five months period between them. Structural equation modeling (SEM) was applied to investigate the relationships among the variables under study. Moderation analyses were used to examine the moderating role of emotion regulation strategies on the effect of moral disengagement on bullying activity and multi-group analyses were further employed to examine the role of gender as a potential moderator. In line with earlier research, a positive association between moral disengagement and bullying behavior was found. Further, it was found that emotion regulation serves as a moderator of the effect of moral disengagement on bullying behavior. However, such moderation was found only for girls who use maladaptive emotion regulation strategies.

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道德脱离和校园欺凌:是否存在性别问题?

摘要本研究旨在探讨道德脱离、情绪调节与校园欺凌行为之间的关系。参与者是在塞浦路斯上中学的512名青少年(281名男性和231名女性)。他们完成了两次问卷调查包，每次间隔五个月。采用结构方程模型(SEM)分析了研究变量之间的关系。采用调节分析检验情绪调节策略对道德脱离对欺凌行为影响的调节作用，并进一步采用多组分析检验性别作为潜在调节因素的作用。与早期的研究一致，道德脱离与欺凌行为之间存在正相关。此外，情绪调节在道德脱离对欺凌行为的影响中起调节作用。然而，这种调节只在使用不适应情绪调节策略的女孩身上发现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.