A5004644523- Bullying, Victimization, and Aggression
- Child and Adolescent Psychosocial and Emotional Development
- Child Development and Digital Technology
- Youth Development and Social Support
- Educational and Social Studies
- Behavioral and Psychological Studies
- Impact of Technology on Adolescents
- Education Discipline and Inequality
- Italian Social Issues and Migration
- Social and Intergroup Psychology
- Workplace Violence and Bullying
- Hate Speech and Cyberbullying Detection
- Intimate Partner and Family Violence
- Plant Virus Research Studies
- Media Influence and Health
- Psychology of Moral and Emotional Judgment
- Stalking, Cyberstalking, and Harassment
- Political theory and Gramsci
- Reading and Literacy Development
- Linguistic Studies and Language Acquisition
- Suicide and Self-Harm Studies
- Emotional Intelligence and Performance
- Social Media and Politics
- Ethics in Business and Education
- Psychopathy, Forensic Psychiatry, Sexual Offending
University of Padua
2016-2025
University of Insubria
2020
Abstract Through structural equation modeling, this study tested a path of relations in which different levels empathic responsiveness were posited to be differently associated bullying and defending behavior. Three hundred eighteen Italian adolescents (142 girls 176 boys; mean age = 13.2 years) completed the Davis's Interpersonal Reactivity Index [Davis, 1983] for empathy Participant role scales [Salmivalli et al., 1996] The results revealed that model fitted data adequately, but only case...
Abstract Two different models have been proposed that describe the bully alternatively as a child lacking in social skills [Crick and Dodge, 1994], or cold manipulative individual, who leads gangs to achieve personal goals [Sutton et al., 1999a]. The present study examined performance of 204 8–11‐year‐olds set stories assessed understanding cognitions emotions, relation their Participant Role bullying. Moreover, children's moral emotions proneness disengagement was assessed. Victims showed...
This study investigates possible individual and class correlates of defending passive bystanding behavior in bullying, a sample 1,825 Italian primary school (mean age=10 years 1 month) middle age=13 2 months) students. The findings series multilevel regression models show that both (e.g., provictim attitudes perceived peer pressure for intervention) characteristics attitudes, injunctive norms, descriptive norms) help explain bullying. These results significantly expand previous this field,...
Using data from the 2006 Health Behavior in School-aged Children (HBSC) survey, prevalence of 6 forms bullying (physical, verbal, relational, sexual, cyber, and racist), role smoking drinking was examined among Italian adolescents for this study.The sample composed 2667 middle secondary school students (49.9% girls) randomly selected. The revised Olweus Bully/Victim Questionnaire used to measure physical, racist bullying. For each form, 3 categories were created compared with "not involved...
The authors employed Latanè and Darley’s model about bystanders’ behavior to explain children’s active defending passive bystanding in school bullying. three central steps of the were operationalized by measuring provictim attitudes, personal responsibility for intervention, coping strategies. Moreover, role perceived expectations from parents peers was investigated. A total 759 children 995 early adolescents participated. findings structural equation modeling (SEM) confirmed hypothesized...
Objective: Bullying or being bullied have been demonstrated to be related a broad spectrum of behavioural, emotional and social problems. The present study aimed at analysing psychosomatic, behavioural problems among Italian bullies, victims bully victims. Study design: In cross‐sectional study, 565 primary‐school children completed self‐reported measures for bullying, victimisation psychosomatic complaints. Teachers rated each child on the Strengths Difficulties Questionnaire. Results:...
A cross‐sectional study from a sample of 663 elementary school children assessed the four sets moral disengagement mechanisms conceptualized by Bandura (i.e., cognitive restructuring, minimizing one's agentive role, disregarding/distorting consequences, blaming/dehumanizing victim) at both individual and class level. Additionally, an analysis relations these to pro‐bullying behavior was conducted. Multilevel showed significant relationship between restructuring behavior. Moreover,...
This study analyzed the relations of two dimensions moral cognition (i.e., acceptance transgression and disengagement) forms status in peer group social preference perceived popularity) with bullying defending among 235 primary‐school children 305 middle‐school early adolescents. Social was tested as a moderator associations between defending. Participants completed self‐reports assessing nominations for status, bullying, Both disengagement were associated to adolescents only, whereas...
The current study examined the development of bullying and defending over a 1-year period as related to friends' influence individual moral disengagement (i.e., self-justification mechanisms that allow one avoid self-censure transgressive actions) in children young adolescents. Via longitudinal social network analysis (RSiena), it was tested whether similarity between friends developed time due influence, while controlling for friendship selection processes, there were differences these...
This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct pro-aggressive bystander behavior. In addition, moderating role gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 ([Formula: see text], SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that bullying predicted by victim attribution. Direct justification, for girls, Pro-aggressive behavior diffusion...