@article{ref1,
title="Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: a multilevel analysis",
journal="Journal of school psychology",
year="2017",
author="Thornberg, Robert and Wänström, Linda and Hong, Jun Sung and Espelage, Dorothy L.",
volume="63",
number="",
pages="49-62",
abstract="Using the social-ecological and social cognitive theories as integrated guiding frameworks, the present study examined whether moral disengagement and defender self-efficacy at the individual level, and moral disengagement, quality of teacher-student relationships and quality of student-student relationships at the classroom level were associated with passive bystanding and defending in bullying situations. Participants were 900 Swedish students from 43 classrooms, ranging in age from 9 to 13years. Multilevel regression analyses revealed that passive reactions by bystanders were associated with greater moral disengagement and less defender self-efficacy. Defending, in turn, was associated with less moral disengagement and greater defender self-efficacy and classroom student-student relationship quality. Furthermore, students who scored high in moral disengagement were even less prone to defend victims when the classroom student-student relationship quality was low, but more prone to act as defenders when the classroom student-student relationship quality was high. In addition, the negative association between defender self-efficacy and passive bystanding was stronger both in classrooms with higher student-student relationship quality and in those with lower class moral disengagement. Implications for prevention are discussed.<br><br>Copyright © 2017 Society for the Study of School Psychology. All rights reserved.<p /> <p>Language: en</p>",
language="en",
issn="0022-4405",
doi="10.1016/j.jsp.2017.03.002",
url="http://dx.doi.org/10.1016/j.jsp.2017.03.002"
}