Good and evil at school: Bullying and moral evaluation in early adolescence
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F14%3A00427599" target="_blank" >RIV/68081740:_____/14:00427599 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1080/03057240.2013.866940" target="_blank" >http://dx.doi.org/10.1080/03057240.2013.866940</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/03057240.2013.866940" target="_blank" >10.1080/03057240.2013.866940</a>
Alternative languages
Result language
angličtina
Original language name
Good and evil at school: Bullying and moral evaluation in early adolescence
Original language description
We investigated how early adolescents (N = 357) morally evaluated bullying and defending protagonists and whether these evaluations related to behavior in bullying. Exploratory factor analysis (EFA) resulted in four factors for the evaluation of the hypothetical bullies: Evil soul, Contempt, Cowardice, and Deviance, and five factors for the evaluation of the hypothetical defender: General admiration, Courage, Cool, Empathic care, and Fair justice. The findings showed that bullying positively correlatedwith evaluating the hypothetical bullies using Cowardice while victimization positively correlated with evaluating the hypothetical defender in terms of General admiration, Empathic care, and Fair justice. MANOVA for each of the two sets of the evaluative scales indicated that behavioral status (bully, victim, defender, or uninvolved) had a significant effect on the moral evaluation of hypothetical bullies, and no significant effect on the moral evaluation of the hypothetical defender.
Czech name
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Czech description
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Classification
Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AN - Psychology
OECD FORD branch
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Result continuities
Project
<a href="/en/project/GAP407%2F12%2F2325" target="_blank" >GAP407/12/2325: School bullying as a process - a social-cognitive analysis of classroom bullying</a><br>
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2014
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Moral Education
ISSN
0305-7240
e-ISSN
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Volume of the periodical
43
Issue of the periodical within the volume
1
Country of publishing house
GB - UNITED KINGDOM
Number of pages
14
Pages from-to
18-31
UT code for WoS article
000334036500002
EID of the result in the Scopus database
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