Romero, Maria Lopez and Kyriacou, Chris orcid.org/0000-0002-5077-4579 (2016) Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders. Psychology of Education Review. pp. 28-32. ISSN 1463-9807
Abstract
The role of bystander involvement in bullying has been widely researched and documented. Nevertheless, bystanders who stop the bullying and/or aid the victim are still the exception rather than the norm. Two factors that seem to be closely related with the decision by bystanders regarding whether to support the victim, are their levels of self-efficacy and moral disengagement. This study seeks to explore students’ perception of their own power to make a difference in bullying situations and their level of responsibility towards their victimized peers. These perceptions will be compared before and after a bystander focused intervention at a secondary school in Mexico in order to explore moral disengagement dynamics and the bystander roles that students can adopt to make a difference within their own behavioural repertoire. This intervention model could increase responsible bystander intervention and reduce bullying situations in schools. This paper presents preliminary findings from the pre-intervention data collection stage.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details |
Keywords: | bullying,bystanders,Mexico |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 12 Jul 2016 09:52 |
Last Modified: | 02 Mar 2025 00:04 |
Status: | Published |
Refereed: | Yes |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:102356 |
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Description: Lopez Romero & Kyriacou REVISED 22 June 2016