Citation

Jenkins LN, Nickerson AB. J. Early Adolesc. 2019; 39(2): 141-166.

Copyright

(Copyright © 2019, SAGE Publishing)

DOI

10.1177/0272431617735652

PMID

unavailable

Abstract

The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 299 sixth- to eighth-grade students. Analyses revealed that girls reported significantly greater cooperation and empathy, and noticed bullying events, interpreted them as an emergency, and intervened more often than boys. The best fitting structural equation model included both empathy and cooperation, with significant positive path coefficients between empathy and bystander intervention. Students with greater empathy were more likely to engage with each step of the model, except noticing the event. Assertiveness was positively associated and cooperation was negatively associated with greater knowledge of how to intervene.

Language: en