The Role of Individual Correlates and Class Norms in Defending and Passive Bystanding Behavior in Bullying: A Multilevel Analysis

This study investigates possible individual and class correlates of defending and passive bystanding behavior in bullying, in a sample of 1,825 Italian primary school (mean age = 10 years 1 month) and middle school (mean age = 13 years 2 months) students. The findings of a series of multilevel regre...

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Bibliographic Details
Published in:Child development 2012-11, Vol.83 (6), p.1917-1931
Main Authors: Pozzoli, Tiziana, Gini, Gianluca, Vieno, Alessio
Format: Article
Language:English
Subjects:
Adolescent
Age Factors
Attitude
Attitudes
Behavior modification
Behavior Standards
Behavioural psychology
Biological and medical sciences
Bullying
Bullying - psychology
Child
Child development
Children
Correlation
Crime Victims - psychology
Developmental psychology
Elementary School Students
Elementary schools
EMPIRICAL ARTICLES
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Grade 4
Grade 5
Group interaction
Holistic Approach
Human aggression
Humans
Interpersonal Relations
Intervention
Italy
Male
Middle School Students
Middle schools
Modeling
Multilevel Analysis
Multilevel models
Normativity
Passive bystanding
Peer Group
Peer Influence
Peer pressure
Primary schools
Program Development
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Regression (Statistics)
Role
Self Report
Social Class
Social classes
Social Perception
Student attitudes
Teacher Characteristics
Teachers
Victims
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Summary:This study investigates possible individual and class correlates of defending and passive bystanding behavior in bullying, in a sample of 1,825 Italian primary school (mean age = 10 years 1 month) and middle school (mean age = 13 years 2 months) students. The findings of a series of multilevel regression models show that both individual (e.g., provictim attitudes and perceived peer pressure for intervention) and class characteristics (e.g., class provictim attitudes, peer injunctive norms, and descriptive norms) help explain defending and passive bystanding behavior in bullying. These results significantly expand previous findings in this field, by demonstrating the need for a social-ecological approach to the study of the different aspects of bullying. Implications for antibullying programs are discussed.
ISSN:0009-3920
1467-8624
DOI:10.1111/j.1467-8624.2012.01831.x