Understanding Bullying, Victimization, and Bystander Behaviors Through Resource Control Theory

Recent studies have suggested a link between bullying victimization and passive bystander behaviors, such as more outsider behaviors and fewer defender behaviors. However, little is known about the internal mechanism underpinning this relation. The present study aimed to examine the direct and indirect relationships between bullying victimization and two types of bystander behaviors (defender behavior and outsider behavior), considering the possible mediator role of bullying sensitivity and moral disengagement among Chinese adolescents. Participants were 435 primary school students aged from 11 to 13 years ( M = 12.27, SD = 0.69) who completed measurements of bullying victimization, bullying sensitivity, moral disengagement, and bystander behaviors. The results of the total effect model indicated that bullying victimization was positively related to outsider behavior and negatively related to defender behavior. The results from the structural equation modelling (SEM) analysis showed that bullying sensitivity mediated the relationship between bullying victimization and defender behavior. The relationship between bullying victimization and outsider behavior was mediated by moral disengagement, as well as the multiple mediation of bullying sensitivity and moral disengagement. These results highlight the roles of bullying sensitivity and moral disengagement in explaining the relation between bullying victimization and bystander behavior among adolescent students. The findings provide important implications for developing intervention programs aiming at school bullying prevention.

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Does Depleting Self-Control Result in Poorer Vigilance Performance?

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/0018720818806151 ◽

2018 ◽

Vol 61 (3) ◽

pp. 415-425

Author(s):

Kelly Satterfield ◽

Amanda E. Harwood ◽

William S. Helton ◽

Tyler H. Shaw

Keyword(s):

Control Theory ◽

Human Performance ◽

Reaction Times ◽

Vigilance Task ◽

Mind Wandering ◽

Resource Control ◽

Self Control ◽

Vigilance Decrement ◽

Vigilance Performance ◽

Typing Task

Objective: To investigate whether depleting self-control prior to vigilance results in a steeper vigilance decrement. Background: The resource-control theory of vigilance asserts that an inherent bias toward self-generated mind-wandering draws attentional resources away from the primary task. This study seeks to test whether depleting self-control, the potential mechanism of self-generated mind-wandering, results in poorer vigilance performance. Method: This study featured a between-subjects design where participants either completed a typing task that depleted self-control resources or a standard typing task that did not require self-control before performing a vigilance task. In the self-control depletion condition, participants typed a passage while omitting any “e” and “space” keys. In the standard typing task, participants typed the same passage without skipping any keys. Following both typing tasks, participants in both conditions completed an identical 12-min vigilance task. Results: Results demonstrated decreased accuracy and increased reaction times over time for both groups. Depleting self-control did not result in significant differences in accuracy, reaction time, nor a steeper vigilance decrement. Conclusion: These results provide evidence against resource-control theory and self-control as an explanation for vigilance, and provide further support for cognitive resource theory as the predominant explanation for vigilance impairments. Application: It is still unclear exactly what constitutes a “resource.” A better understanding of the nature of these resources can help researchers and practitioners identify how they can be replenished, which could enhance human performance in situations requiring vigilance such as baggage screening.

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Bullying, victimization, and prosocial resource control strategies: Differential relations with dominance and alliance formation.

Evolutionary Behavioral Sciences ◽

10.1037/ebs0000178 ◽

2020 ◽

Vol 14 (3) ◽

pp. 270-283

Author(s):

Ann H. Farrell ◽

Andrew V. Dane

Keyword(s):

Control Strategies ◽

Resource Control ◽

Bullying Victimization ◽

Alliance Formation ◽

Differential Relations

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Authoritative classroom climate and its relations to bullying victimization and bystander behaviors

School Psychology International ◽

10.1177/0143034318809762 ◽

2018 ◽

Vol 39 (6) ◽

pp. 663-680 ◽

Cited By ~ 11

Author(s):

Robert Thornberg ◽

Linda Wänström ◽

Tomas Jungert

Keyword(s):

Classroom Climate ◽

Protective Factor ◽

School Bullying ◽

Bullying Victimization ◽

Antisocial Behaviors ◽

The Individual ◽

5Th Grade ◽

Bystander Behaviors ◽

Classroom Level

Authoritative school climates have been associated with less school bullying and other antisocial behaviors. However, studies focusing on the classroom level, as well as on bystander behaviors, are lacking. The aim of the current study was to examine whether authoritative classroom climates were associated with bullying victimization and various bystander behaviors (reinforcer, outsider, and defender behaviors) in school bullying. We included gender as a covariate at the individual and classroom levels. Participants were 1540 5th-grade students (824 girls) from 104 classrooms in Sweden who completed a questionnaire. The findings revealed that girls and students in classes with greater authoritative classroom climates were more inclined to defend. Boys reinforced more as did students in classes with more boys and more authoritative classroom climates. Boys showed more outsider behaviors as did students in classes with less authoritative classroom climates. Students in classrooms with less authoritative climates were victimized to a higher degree. Thus, the current findings suggest that a warm, caring, supportive, controlled, demanding, and cohesive classroom climate should be considered a vital protective factor against bullying victimization and negative bystander responses, and a facilitator of defending and supporting victims.

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