Moral Disengagement: A Framework for Understanding Bullying Among Adolescents

By Shelley Hymel, Natalie Rocke-Henderson, Rina A. Bonanno. 2005

295 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/94e0feee2041980eafce0c1cf6b4512700eaceea

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Citations in the corpus

Moral Disengagement, Normative Beliefs of Peer Group, and Attitudes Regarding Roles in Bullying (2009, background): “In another study, Hymel, Rocke-Henderson, and Bonnano (2005 ) found that students with a higher self-reported frequency of bullying behavior showed a higher level of moral disengagement compared to students with a lower level of self‐reported bullying behavior.”
Are Moral Disengagement, Neutralization Techniques, and Self-Serving Cognitive Distortions the Same? Developing a Unified Scale of Moral Neutralization of Aggression (2010, unknown): “…we found a higher prevalence of moral neutralization among boys (Bandura et al. 1996; van der Velden 2008) and marked positive correlations with aggressive, violent, and delinquent behavior (Agnew 1994; Bandura 1996; Barriga and Gibbs 1996; Hymel et al. 2005; Nas et al. 2008; Pelton et al. 2004).”
Moral Disengagement Among Bystanders to School Bullying (2011, methodology): “However, no matter how narrowly or broadly bystanders are defined, it is important to consider that many children may be involved in more than just one bullying position and that bullying positions can thus be viewed as continua rather than fixed roles (see Hymel et al., 2005).”
Relational aggression in adolescents: A review of theoretical and empirical research (2015, background): “, 2008), whereas others reporting a significant correlation with all aggressive forms (Gini, 2006; Hymel et al., 2005; Kokkinos et al., 2014).”
Teenagers’ Explanations of Bullying (2011, background): “Finally, the tendency to blame victims increases the risk of moral disengagement (Bandura 2002; Hara 2002; Hymel et al. 2005 ), which in turns makes it easier to act as bullies, reinforcers (actively supporting the bullies by laughing and so on), and passive bystanders.”
Cyberbullying and traditional bullying in adolescence: Differential roles of moral disengagement, moral emotions, and moral values (2012, background): “Several studies have shown that bullying is positively associated with self-reported moral disengagement in adolescents (Hymel, Rocke-Henderson, & Bonanno, 2005 ; Obermann, 2011 ) and in children (Gini, 2006 ; Gini, Pozzoli, & Hauser, 2011 ).”
Predictors of student defenders of peer aggression victims: Empathy and social cognitive factors (2011, methodology): “Grade and gender were also controlled in correlational analyses and examined directly in regression analyses due to gender and grade differences found in prior research (e.g., Egan, Monson, & Perry, 1998; Hymel et al., 2005; Pöyhönen et al., 2010; Smith, Madsen, & Moody, 1999).”
The Influence of Moral Disengagement, Morally Based Self-Esteem, Age, and Gender on Traditional Bullying and Cyberbullying (2013, background): “Furthermore, according to some studies, moral disengagement accounts for up to one-third of the variance in bullying behavior (Hymel et al., 2005).”
The Role of Moral Disengagement and Self-Efficacy in Cyberbullying (2015, background): “that have shown a link between traditional bullying and the use of moral disengagement strategies to justify bullying behavior (Almeida et al., 2010; Ando, Asakura, & Simons-Morton, 2005; Caravita et al., 2012; Gini, 2006; Gini, Pozzoli, & Bussey, 2014; Hymel et al., 2005; Menesini et al., 2003; Obe”
A meta-analysis of factors predicting cyberbullying perpetration and victimization: From the social cognitive and media effects approach (2017, background): “The theory has been widely applied in traditional bullying (TB) (Hymel et al., 2005; Mouttapa et al., 2004) to understand the complexity and social nature of TB.”
Moral disengagement and emotional and social difficulties in bullying and cyberbullying: differences by participant role (2012, background): “Research shows a clear relationship between moral disengagement and bullying, providing a theoretical framework through which bullying can be better understood (Hymel et al. 2005, 2010).”
Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “Specifically, in one of the early studies examining bullying involvement and moral disengagement, Hymel, Rocke Henderson, and Bonanno (2005) found that youth who never bullied reported low levels of moral disengagement for bullying, and youth who bullied frequently reported high levels of moral…”