Good and evil at school: Bullying and moral evaluation in early adolescence

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Good and evil at school: Bullying and moral evaluation in early adolescence

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Good and evil at school: Bullying and moral evaluation in early adolescence

Popis výsledku anglicky

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.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F12%2F2325" target="_blank" >GAP407/12/2325: Školní šikana jako proces - sociálně kognitivní analýza třídní šikany</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Moral Education

ISSN

0305-7240

e-ISSN

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Svazek periodika

43

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

14

Strana od-do

18-31

Kód UT WoS článku

000334036500002

EID výsledku v databázi Scopus

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