The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children

This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-effica...

Full description

Saved in:
Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2004-02, Vol.24 (1), p.27-41
Main Authors: Andreou, Eleni, Metallidou, Panagiota
Format: Article
Language:English
Subjects:
Academic Ability
Aggression
Behavior
Biological and medical sciences
Bullying
Child
Children & youth
Cognition & reasoning
Elementary Education
Elementary School Students
Elementary Schools
Foreign Countries
Gender Differences
Grade 6
Intermediate Grades
Medical sciences
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Self Efficacy
Social Cognition
Student Behavior
Victimology
Victims of Crime
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression, expectations that aggression will lead to rewards, expectations that aggression will lead to victim suffering, the value placed on rewards and the value placed on suffering in the victim) and two categories of academic cognition (self-efficacy for learning and performance and the self-regulatory strategies used while solving problems) were investigated in connection to six participant roles (bully, victim, assistant, reinforcer, defender and outsider). Results suggest that there are differential associations between cognitions and the roles that children take in bullying situations, according to gender. Academic self-efficacy combined with certain social cognitions predicted both victimisation and bullying behaviour. Self-regulatory strategies combined with social cognitions similar to victim's and bully's predicted both assistant and reinforcer behaviour, while none of the cognition measures predicted defender or outsider behaviour. Implications for interventions against bullying are briefly discussed.
ISSN:0144-3410
1469-5820
DOI:10.1080/0144341032000146421