Citation

Stein R, Jimerson S. J. School Violence 2020; 19(4): 485-498.

Copyright

(Copyright © 2020, Informa - Taylor and Francis Group)

DOI

10.1080/15388220.2020.1738943

PMID

unavailable

Abstract

Bullying persists as a concern in schools, including the question of why some children bully. One idea differentiating bullying roles (e.g., bully, victim, bully-victim) is that some individuals are morally disengaged, or able to disconnect their moral understanding and behavior. The present study examined types of bullying involvement and moral disengagement. To address the methodological debate within the bullying literature, the present study used latent analysis. The findings revealed that bullying and victimization behaviors vary by degree of involvement. The present study found that moral disengagement was related to students' degree of participation in bullying; students in the bully-victim class had the highest levels of moral disengagement, followed by students in the victim class, social victim class, and outsider class. Further research should explore moral engagement as a strategy to enhance anti-bullying efforts.

Language: en

Keywords

Bullying; latent class analysis; moral disengagement