TY - JOUR
T1 - A synthesis of person- and relational-level factors that influence bullying and bystanding behaviors
T2 - Toward an integrative framework
AU - Ettekal, Idean
AU - Ladd, Becky
AU - Ladd, Gary
N1 - Publisher Copyright:
© 2015 Elsevier Ltd.
PY - 2015/7/1
Y1 - 2015/7/1
N2 - In this article, we attempt to integrate several theoretical models with the goal of explicating more broadly the determinants of bullying and bystanding behaviors. In particular, participant role perspectives (e.g., models in which bullying is conceptualized in the context of multiple participants) serve as an overarching frame for examining and formulating hypotheses about two additional types of determinants: (a) child attributes-specifically, the role of children's person-related development (i.e., social-cognitive, emotion, and moral processing), and (b) children's experience with multiple socializing agents (i.e., peers and teachers). Empirical evidence is reviewed to identify relevant constructs, and critical analyses of evidence within and across conceptual domains are utilized to formulate novel hypotheses about how person- and relational-level (socialization) processes may contribute to individual differences in bullying and bystanding behaviors.
AB - In this article, we attempt to integrate several theoretical models with the goal of explicating more broadly the determinants of bullying and bystanding behaviors. In particular, participant role perspectives (e.g., models in which bullying is conceptualized in the context of multiple participants) serve as an overarching frame for examining and formulating hypotheses about two additional types of determinants: (a) child attributes-specifically, the role of children's person-related development (i.e., social-cognitive, emotion, and moral processing), and (b) children's experience with multiple socializing agents (i.e., peers and teachers). Empirical evidence is reviewed to identify relevant constructs, and critical analyses of evidence within and across conceptual domains are utilized to formulate novel hypotheses about how person- and relational-level (socialization) processes may contribute to individual differences in bullying and bystanding behaviors.
KW - Aggression
KW - Bullying
KW - Participant roles
KW - Peer victimization
KW - Social cognitions
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U2 - 10.1016/j.avb.2015.05.011
DO - 10.1016/j.avb.2015.05.011
M3 - Review article
AN - SCOPUS:84960309993
SN - 1359-1789
VL - 23
SP - 75
EP - 86
JO - Aggression and Violent Behavior
JF - Aggression and Violent Behavior
ER -