Citation

Lucas-Molina B, Perez-Albeniz A, Fonseca-Pedrero E, Giménez-Dasí M. Scand. J. Psychol. 2018; 59(4): 473-482.

Affiliation

Camilo José Cela University, Spain.

Copyright

(Copyright © 2018, Scandinavian Psychological Associations, Publisher John Wiley and Sons)

DOI

10.1111/sjop.12453

PMID

29741790

Abstract

The aim of the present study was to examine whether the effect of empathy on the role children play in bullying situations, as either bullies, defenders or outsiders, was moderated by children's social status within their classroom, and whether this moderation was gender dependent. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3-6 (M_age = 9.80 years; SD = 1.24), recruited from 27 primary schools.

RESULTS showed that the effect of empathy on bullying behavior was moderated by the sociometric rating only in girls. Both empathy and social rating had an effect on defending behavior. However, neither the children's sociometric rating nor their gender moderated the relationship between empathy and defending and outsider behaviors. These findings are discussed in terms of their implications for interventions designed to prevent bullying in school settings.

© 2018 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Language: en

Keywords

Children's behavior in bullying situations; empathy; gender; moderation; primary school; sociometric rating