Hazing, Bullying, and Moral Disengagement

Using the Olweus’ ( 1993 , 2013 ) model of bullying as a framework, hazing and bullying were compared along the dimensions of aggression, intent to cause harm or distress, power imbalance, and repetition. The relationship of the two behaviors to moral disengagement was also examined. One hundred nin...

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Bibliographic Details
Published in:International Journal of Bullying Prevention 2021-09, Vol.3 (3), p.159-167
Main Authors: Kowalski, Robin M., Foster, Mackenzie, Scarborough, Molly, Bourque, Leah, Wells, Stephen, Graham, Riley, Bednar, Hailey, Franchi, Madeleine, Nash, Sarah, Crawford, Kelsey
Format: Article
Language:English
Subjects:
Aggression
Aggressiveness
Behavior
Behavioral Science and Psychology
Bullying
College Students
Developmental Psychology
Fraternities & sororities
Hazing
High School Students
Individualized Instruction
Middle Schools
Original Article
Psychological distress
Psychology
Public Health
Social Work
Traditions
Victimization
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Summary:Using the Olweus’ ( 1993 , 2013 ) model of bullying as a framework, hazing and bullying were compared along the dimensions of aggression, intent to cause harm or distress, power imbalance, and repetition. The relationship of the two behaviors to moral disengagement was also examined. One hundred ninety-nine workers on Amazon’s Mechanical Turk completed a survey examining their experiences as hazing and bullying victims, perpetrators, and witnesses; they also completed Bandura et al.’s (J Pers Soc Psychol 71:364–374, 1996 ) moral disengagement scale. Participants were more likely to evaluate bullying than hazing as an act of aggression, as intended to cause harm or distress, and as repetitive in nature. The two behaviors did not differ in perceived power imbalance. Whereas only bullying perpetration positively correlated with moral disengagement, both hazing perpetration and victimization were positively related to moral disengagement. The high prevalence rate of both behaviors highlights the need for prevention and intervention programs.
ISSN:2523-3653
2523-3661
DOI:10.1007/s42380-020-00070-7