Predictors of student defenders of peer aggression victims: Empathy and social cognitive factors

By Kirstin Barchia, Kay Bussey. 2011

210 citations recorded by the source corpus.

Subfields: Education, Plant Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/719059aac0be7df235d38b7047c1e8645d5b4534

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Citations in the corpus

Bystanders Are the Key to Stopping Bullying. (2013, background): “A longitudinal study conducted by Barchia and Bussey [39] involving 1,167 primarily white adolescents (aged 12-15 years, 613 females) investigated the role of social cognitive factors and empathy as predictors of students defending victims of peer aggression.”
Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions (2014, methodology): “…peer pressure (Pozzoli, Ang, and Gini 2012; Rigby and Johnson 2006), perceived parent pressure (Pozzoli and Gini 2013), defender self-efficacy (Barchia and Bussey 2011; Pöyhönen, Juvonen, and Salmivalli 2012; Thornberg and Jungert 2013), social self-efficacy (Gini et al. 2008), general…”
Associations Among Middle School Students’ Bullying Roles and Social Skills (2016, background): “…victims (Gini, Albiero, Benelli, & Altoe, 2008; Nickerson & Mele-Taylor, 2014; Nickerson, Mele, & Princiotta, 2008); however, there are inconsistencies in the way gender influences the relation between empathy and defending (Barchia & Bussey, 2011; Caravita et al., 2009; Nickerson & Mele-Taylor).”
Unique and Interactive Effects of Moral Emotions and Moral Disengagement on Bullying and Defending among School Children (2015, background): “In the context of bullying, students with a high level of empathy are more likely to take the defender role (Barchia & Bussey, 2011b; Caravita, Di Blasio, & Salmivalli, 2009, 2010; Correia & Dalbert, 2008; Gini, Albiero, Benelli, & Altoè, 2007), whereas students with a low level of empathy are more…”
Perceptions of School Climate as a Function of Bullying Involvement (2014, background): “…& Fregoso, 2003), social competence and self-restraint (Atlas & Pepler, 1998; O’Connell, Pepler, & Craig, 1999), individual and collective selfefficacy (Barchia & Bussey, 2011; Gini et al., 2007), and values and behaviors of the peer group (Pozzoli & Gini, 2010; Pozzoli, Gini, & Vieno, 2012).”