Effects of Bystander's Emotional Empathy and Social Problem-Solving Skills on Defending Behaviors Against Bullying in Elementary School: Mediated Through Peer Acceptance

Objectives: Many children are exposed to their peers being bullied, which negatively impacts individuals and the society as a whole. We investigated the effects of elementary school children’s emotional empathy and social problem-solving skills on their defending behaviors. We evaluated the direct and indirect effects of these personal characteristics, mediated through their perceived peer acceptance among classmates. Gender differences were also tested.Methods: The study participants were 386 fourth- and fifth-graders (M = 10.4 yrs.) from six elementary schools in the metropolitan Seoul area of South Korea. Children’s perceived social acceptance, emotional empathy, and problem-solving skills were measured using self-reported questionnaires. Defending behavior was measured using peer nomination. To analyze the data, descriptive statistics and structural equation modeling were conducted using SPSS 21.0 and MPLUS 6.12.Results: Bystanders‘ emotional empathy and social problem-solving skills had significant effects on defending behaviors. Social problem-solving skills directly affected defending behaviors of boys and girls. Girls’ peer acceptance mediated both emotional empathy and social problem-solving skills for defending behaviors, while no mediation effect was found in boys.Conclusion: For children, feeling accepted by classmates is important for defending bullied peers. For girls, peer acceptance magnifies their socio-emotional and socio-cognitive skills, empowering them to defend the bullied peers. However, for boys, having competent socio-cognitive skills alone is sufficient. Based on this study’s findings, it is recommended that interventions are needed to enhance bystanders’ emotional empathy and social problem-solving skills, and thereby, empowering them to be competent defenders against school bullying.

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Effects of an elementary school program to enhance prosocial behavior on children's cognitive-social problem-solving skills and strategies

Journal of Applied Developmental Psychology ◽

10.1016/0193-3973(89)90002-6 ◽

1989 ◽

Vol 10 (2) ◽

pp. 147-169 ◽

Cited By ~ 64

Author(s):

Victor Battistich ◽

Daniel Solomon ◽

Marilyn Watson ◽

Judith Solomon ◽

Eric Schaps

Keyword(s):

Elementary School ◽

Problem Solving ◽

Prosocial Behavior ◽

Social Problem ◽

Social Problem Solving ◽

School Program ◽

Problem Solving Skills

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Correlates of Peer Acceptance in a Chinese Sample of Six-Year-Olds

International Journal of Behavioral Development ◽

10.1177/016502549201500206 ◽

1992 ◽

Vol 15 (2) ◽

pp. 259-273 ◽

Cited By ~ 39

Author(s):

Xinyin Chen ◽

Kenneth H. Rubin

Keyword(s):

Problem Solving ◽

School Performance ◽

Social Problem ◽

Chinese Culture ◽

Rating Scale ◽

Peer Acceptance ◽

Social Problem Solving ◽

Kindergarten Children ◽

Chinese Sample ◽

Problem Solving Skills

The relations between children's peer acceptance and social problem solving skills, school performance and family-ecological conditions in Chinese culture were examined. The participants included 61 kindergarten children in Shanghai, China. A sociometric rating scale and a measure of social problem solving skills were administered to each child to assess peer acceptance and social competence. Data concerning the child's school performance and family background were also collected. The results showed that, compared to a Canadian sample, the Chinese children were less accepting of each other, less prosocial, and more agonistic and authority-oriented in social problem solving. However, they used more relevant strategies in social problem solving. Nevertheless, the pattern of correlations between peer acceptance and both the quantitative features of social problem solving repertoires, such as the total number of alternatives suggested in solving social problems, and the qualitative features of social problem solving repertoires, such as the prosocial and agonistic strategies suggested, was in agreement with the results found in the Canadian sample. The study also showed that there existed meaningful relations between children's peer acceptance and school achievement and family factors, such as parent's occupational level and the quality of parental relationship.

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