scholarly journals Cognitive insensitivity and cognitive impulsivity as mediators of bullying continuity: Extending the psychological inertia construct to bullying behavior.

2018 ◽  
Vol 33 (4) ◽  
pp. 527-536 ◽  
Author(s):  
Glenn D. Walters ◽  
Dorothy L. Espelage
Keyword(s):  
Cognitive Impulsivity ◽  
Bullying Behavior

Reciprocity of Cognitive and Emotional Antecedents to Bullying: Bidirectional Relations Between Cognitive Impulsivity and Anger

2021 ◽  
pp. 0044118X2110530
Author(s):  
Glenn D. Walters ◽  
Dorothy L. Espelage
Keyword(s):  
Path Analysis ◽  
Reciprocal Relationship ◽  
Bullying Perpetration ◽  
Bidirectional Association ◽  
Bidirectional Relationship ◽  
Affective Variables ◽  
Cognitive Impulsivity ◽  
Bullying Behavior ◽  
Bidirectional Relations ◽  
Emotional Antecedents

The purpose of this study was to investigate the possibility that cognitive and affective variables form a reciprocal relationship when it comes to predicting future bullying perpetration. To this end, the bidirectional relationship between cognitive impulsivity and anger was evaluated in an effort to determine whether both cross-lagged pathways contributed to a rise in bullying behavior. The reciprocal hypothesis was tested in a sample of 1,160 early adolescents (567 boys, 593 girls) from the Illinois Study of Bullying and Sexual Violence (ISBSV). Cognitive impulsivity and anger were cross-lagged at Waves 1 and 2 of the ISBSV, after which they were correlated with bullying perpetration at Wave 3 in a three-wave longitudinal path analysis. Results from the path analysis identified the presence of a significant bidirectional association between Cognitive Impulsivity-1 and Anger-2 and between Anger-1 and Cognitive Impulsivity-2, with both cross-lags effectively predicting future bullying behavior.

Characteristics of male and female prisoners involved in bullying behavior

2007 ◽  
Vol 33 (3) ◽  
pp. 220-229 ◽  
Author(s):  
Jane L. Ireland ◽  
John Archer ◽  
Christina L. Power
Keyword(s):  
Male And Female ◽  
Female Prisoners ◽  
Bullying Behavior

scholarly journals Bullying Perpetration, Moral Disengagement and Need for Popularity: Examining Reciprocal Associations in Adolescence

2021 ◽  
Author(s):  
Eva M. Romera ◽  
Rosario Ortega-Ruiz ◽  
Kevin Runions ◽  
Antonio Camacho
Keyword(s):  
Moral Disengagement ◽  
Motivational Factors ◽  
Bullying Perpetration ◽  
Random Intercept ◽  
Bidirectional Association ◽  
Bullying Behavior ◽  
Longitudinal Associations ◽  
Reciprocal Associations

AbstractPrecursors and consequences of bullying have been widely explored, but much remains unclear about the association of moral and motivational factors. This study examined longitudinal associations between need for popularity, moral disengagement, and bullying perpetration. A total of 3017 participants, aged 11 to 16 years in wave 1 (49% girls; Mage = 13.15, SD = 1.09), were surveyed across four waves with six-month intervals. At the between-person level, cross-lagged modeling revealed a positive bidirectional association between moral disengagement and need for popularity; bullying perpetration was predicted by both need for popularity and moral disengagement. From the within-person level, random intercept cross-lagged analyses revealed that need for popularity predicted both moral disengagement and bullying perpetration. The results highlight the interplay between motivational and moral mechanisms that underlies bullying behavior.

COGNITIVE IMPULSIVITY AND SOCIAL STATUS IN PREDELINQUENT PREADOLESCENT MALES

1979 ◽  
Vol 7 (2) ◽  
pp. 209-215
Author(s):  
David S. Glenwick ◽  
Roxanne G. F. Croft ◽  
Ralph Barocas ◽  
Harvey K. Black
Keyword(s):  
Social Status ◽  
Cognitive Style ◽  
Residential Setting ◽  
Cognitive Impulsivity ◽  
The Relationship ◽  
Matching Familiar Figures Test

The relationship between cognitive impulsivity, as measured by Kagan's Matching Familiar Figures Test (MFF), and interpersonal popularity was investigated in a sample of 42 “predelinquent” preadolescent boys in a residential setting. Predictions that the relationship would vary with the specific sociometric situations sampled were generally not confirmed. In fact, both the latency and errors dimensions of the MFF proved to have comparatively little association with social status, with age and intelligence demonstrating much stronger correlations with sociometric scores. Similarities to, and differences from, results with nondelinquent populations are discussed, as are implications for attempts at modifying cognitive style.

scholarly journals Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement

2019 ◽  
Vol 16 (4) ◽  
pp. 580 ◽  
Author(s):  
Rosario Ferrer-Cascales ◽  
Natalia Albaladejo-Blázquez ◽  
Miriam Sánchez-SanSegundo ◽  
Irene Portilla-Tamarit ◽  
Oriol Lordan ◽  
...  
Keyword(s):  
School Climate ◽  
Peer Victimization ◽  
Intervention Programs ◽  
Control Group ◽  
Intervention Implementation ◽  
Limited Efficacy ◽  
Group 12 ◽  
Quasi Experimental ◽  
Bullying Behavior ◽  
Experimental Group

The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

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