Citation

Gini G, Albiero P, Benelli B, Altoè G. J. Adolesc. 2007; 31(1): 93-105.

Affiliation

Department of Developmental and Social Psychology, University of Padua, via Venezia, 8, 35131 Padova, Italy.

Copyright

(Copyright © 2007, Elsevier Publishing)

DOI

10.1016/j.adolescence.2007.05.002

PMID

17574660

Abstract

The literature on participant roles in bullying lacks empirical studies that seek to explain what differentiates defenders from outsiders (or passive bystanders). The present study tested a conceptual model in which two personal characteristics of early adolescent students (empathy and perceived social self-efficacy) were considered as possible determinants of their participant behavior in bullying episodes. A total of 294 Italian early adolescents (mean age=13.3 years, range: 12-14) participated in the study. The structural equation modeling showed that high levels of empathic responsiveness were positively associated with both active defending and passive bystanding behavior, as assessed through peer nominations. In contrast, high levels of social self-efficacy were associated with helping behavior, whereas low levels of social self-efficacy were associated with passive bystanding behavior. Results are discussed in terms of theoretical and practical implications for researchers and educational practitioners.

Language: en