Moral emotions and bullying: A cross-national comparison of differences between bullies, victims and outsiders

By Ersilia Menesini, V. Sánchez, A. Fonzi, R. Ortega, A. Costabile, Giorgio Lo Feudo. 2003

350 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/14aae330f957787b8fe116512e0d712a1c72b5a0

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Predictors of student defenders of peer aggression victims: Empathy and social cognitive factors (2011, methodology): “Disengagement of moral inhibitions does not always differentiate between defenders and children who do not intervene and victims (Menesini et al., 2003).”
Bullying in prisons: the importance of perceived social status, prisonization, and moral disengagement (2006, neutral): “Children show higher levels of moral disengagement emotions and motives when asked to put themselves in the role of the bully compared with a victim or an outsider [Menesini et al., 2003].”
Moral disengagement and emotional and social difficulties in bullying and cyberbullying: differences by participant role (2012, background): “Bullies show, or are associated with, a higher level of moral disengagement compared to victims and outsiders (Menesini et al. 2003), while the role of defender is associated with lower levels of moral disengagement (Almeida, Correia, and Marinho 2010).”
The Influence of Moral Disengagement, Morally Based Self-Esteem, Age, and Gender on Traditional Bullying and Cyberbullying (2013, methodology): “Based on previous studies (Almeida et al., 2010; Gini, 2006; Hyde et al., 2010; Menesini et al., 2003; Pornari & Wood, 2010) it was expected that moral disengagement would be a salient predictor of both forms of bullying but that it would make a smaller contribution to cyberbullying.”
Don't anger me! Bullying, victimization, and emotion dysregulation in young adolescents with ASD (2012, background): “…perspective-taking skills (Caravita, Di Blasio, & Salmivalli, 2009; Gasser & Keller, 2009; Gini, 2006), they show deficits in moral engagement (Gini, 2006; Menesini et al., 2003; Pornari & Wood, 2010), moral compassion (Gini, Pozzoli, & Hauser, 2011), and moral emotions (Menesini & Camodeca, 2008).”
Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion (2011, background): “Consequently, and in keeping with recent studies (Gasser & Keller, 2009; Menesini et al., 2003), our experiments included defenders as the core comparison group.”
Social cognition and moral cognition in bullying: What's wrong? (2006, result): “In contrast, defenders’ high moral sensibility and empathic reactivity, already found in other studies (Menesini et al., 2003; Gini & Carli, 2003), may be one of the basic motivations for prosocial behavior, frequently shown by these children towards their victimized mates.”
Anticipated feelings of guilt and shame as predictors of early adolescents' antisocial and prosocial interpersonal behaviour (2012, background): “In support of these claims it should be noted that some researchers who studied the relations between moral affect and real-life morally relevant behaviour did not even attempt to distinguish guilt from shame when predicting behaviour (e.g., Gini, 2006; Hynie, MacDonald, & Marques, 2006; Kochanska, ”
Moral Disengagement Among Bystanders to School Bullying (2011, background): “Menesini et al. (2003) presented bullying scenarios to children between ages 9 and 13; the researchers’ intention was to check how emotions of moral disengagement (indifference and pride) were associated with being the bully in that scenario.”