The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children

By E. Andreou, Panagiota Metallidou. 2004

146 citations recorded by the source corpus.

This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression, expectations that aggression will lead to rewards, expectations that aggression will lead to victim suffering, the value placed on rewards and the value placed on suffering in the victim) and two categories of academic cognition (self-efficacy for learning and performance and the self-regulatory strategies used while solving problems) were investigated in connection to six participant roles (bully, victim, assistant, reinforcer, defender and outsider). Results suggest that there are differential associations between cognitions and the roles that children take in bullying situations, according to gender. Academic self-efficacy combined with certain social cognitions predicted both victimisation and bullying behaviour. Self-regulatory strategies combined with social cognitions similar to victim's and bully's predicted both assistant and reinforcer behaviour, while none of the cognition measures predicted defender or outsider behaviour. Implications for interventions against bullying are briefly discussed.

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

View Paper: https://www.semanticscholar.org/paper/be46e0182872afa3c67f2183afcbc6f5d70f50b0

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

What Does It Take to Stand Up for the Victim of Bullying?: The Interplay Between Personal and Social Factors (2010, background): “However, in the study by Andreou and Metallidou (2004), social selfefficacy (self-efficacy for assertion) was not associated with standing up for a victim (see also Rigby & Johnson, 2006) in a sample of Greek fourth to sixth graders.”
Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied (2006, background): “With it, there has been an emphasis upon the social roles that bystanders of school bullying commonly adopt ( Andreou & Metallidou, 2004; ”
The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents (2005, background): “…are more likely to be experienced by boys whereas indirect – covertly manipulative – victimization is more likely to be experienced by girls (Andreou and Metallidou, 2004; Bjorkqvist et al., 1992; Crick and Grotpeter, 1995; Egan et al., 1998; Eagly, 1987; Olweus, 1993; Smith et al.,…”
Victims and their defenders: A dyadic approach (2011, background): “Information on defenders is usually based on peer- or self-reports (e.g., Andreou & Metallidou, 2004; Gini, Albiero, Benelli, & Altoè, 2007; Nickerson, Mele, & Princiotta, 2008; Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996), which do not provide any information about who is…”
Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms (2011, unknown): “After the first Finnish studies, numerous other researchers from various countries (Andreou & Metallidou, 2004; Camodeca & Goossens, 2005; Goossens, Olthof, & Dekker, 2006; Menesini, Codecasa, Benelli, & Cowie, 2003; Schäfer & Korn, 2004; Sutton & Smith, 1999) have utilized the same conceptual…”
The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents (2011, background): “Bullying was negatively correlated with total self-efficacy, as well as with its academic component, in accordance with previous research (e.g. Andreou and Metallidou 2004; Natwig et al. 2001), a finding which confirms our hypothesis.”
Predictors of student defenders of peer aggression victims: Empathy and social cognitive factors (2011, result): “Research investigating the relationship between defending behavior and self-efficacy for assertion (Andreou & Metallidou, 2004) and the association between expressed readiness to intervene and general self-efficacy has yielded null results (Rigby & Johnson, 2006).”
Social Preference, Perceived Popularity and Social Intelligence (2006, background): “According to these standpoints, aggressive children’s social cognitive skills, such as social perspective taking and decoding of emotional information, may have been underestimated (Andreou and Metallidou, 2004; Kaukiainen et al., 1996; Sutton et al., 1999).”
Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied (2011, unknown): “After the first Finnish studies, numerous other researchers from various countries (Andreou & Metallidou, 2004; Camodeca & Goossens, 2005; Goossens, Olthof, & Dekker, 2006; Menesini, Codecasa, Benelli, & Cowie, 2003; Schäfer & Korn, 2004; Sutton & Smith, 1999) have utilized the same methodology,…”