Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...

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Because children’s intellectual ability did not relate significantly to children’s selection of Action and Justification Choices, I did not include Intellectual Ability as a covariant in further analyses in this study. The next research question, considers the relationship between CBVS Action Choices and Justification Choices. Question Three Are there significant differences in the proportion of children’s responses on the CBVS Justification Choice subscales (Prosocial/Care, Aggressive/Retribution, Justice/Fair) and CBVS Action Choice subscales (Prosocial, Aggressive)? A Chi-Square (Ҳ 2 ) Test for Independence was used to determine whether children’s Action Choices (Prosocial vs. Aggressive) were dependent on their Justification Choices (Prosocial/Care vs. Aggressive/Retribution vs. Justice/Fair). The significant Chi-Square (2, N=632) = 33.96, p < .0001, Cramer’s V = .2318, shows that there is a dependency between Actions Choice and Justification Choices. The results are presented in Table 11 and Figure 3. Tests for the Difference in Proportions based on Action Choice and Justification Choices groups were performed to determine if there were relationships between variables. Tests for the Difference in Proportions were performed on CVBS Justification Choices (Prosocial/Care vs. Aggressive/Retribution vs. Justice/Fair) across CVBS Action Choices (Prosocial vs. Aggressive). See Figure 3. 88
Table 11 CBVS Chi-Square (Ҳ 2 ) Test for Independence between Justification Choice Subscales and Action Choice Subscales Action Choices Count Justification Choices Count Prosocial Aggressive Total Responses Prosocial/Care 165 22 187 Aggressive/Retribution 42 34 76 Justification/Fair 281 88 369 Total 488 144 632 Pearson Chi-Square (2, N=632) = 33.96, p < .0001 Cramer’s V = .2318 89
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CHILDREN’S SOCIAL REASONING IN TH
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ABSTRACT The purpose of this study
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ACKNOWLEDGMENTS This dissertation w
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Victim ............................
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Story Character Role ..............
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LIST OF TABLES 1. CBVS Sample Demog
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30. Chi-Square (Ҳ 2 ) Test for Ind
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CHAPTER I: INTRODUCTION TO THE PROB
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anxiety, loneliness, and self-worth
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Research Questions and Hypotheses T
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. Null Hypotheses: There is no rela
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information will be helpful to prac
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Justice/Fair Justifications. An exp
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CHAPTER II: LITERATURE REVIEW Chapt
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actively involved, or as defenders
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who are victimized themselves), and
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Bullying often occurs within the co
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manipulate social relationships to
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Longitudinal studies of children en
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Bully Bullying also damages the bul
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for the nonbully/nonvictim. From co
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Being victimized has been correlate
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Linking Social Support and Bullying
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(Bandura, 1986, 1991). Bandura (198
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Social-cognitive learning theory ha
Page 51 and 52: influenced and guided by informatio
Page 53 and 54: ignore him or her, or that it is be
Page 55 and 56: (Dodge, 1980a; Dodge & Frame, 1982)
Page 57 and 58: during a child’s early years and
Page 59 and 60: The reader is reminded that the pur
Page 61 and 62: CBVS is scored by comparing the dif
Page 63 and 64: Other research suggests that childr
Page 65 and 66: their behaviors, which may explain
Page 67 and 68: Aggressive) and Justification Choic
Page 69 and 70: Cohen-Posey, 1995; Coloroso, 2003;
Page 71 and 72: children’s arrival, answered ques
Page 73 and 74: esponse to either being bullied or
Page 75 and 76: Peers (7 items) and the Aggressive
Page 77 and 78: Children’s Social Experience Ques
Page 79 and 80: Standard Deviations, ranges, and Cr
Page 81 and 82: Prosocial with Peers and CBS Aggres
Page 83 and 84: Choices (e.g., Prosocial, Aggressiv
Page 85 and 86: CHAPTER IV: RESULTS The purpose of
Page 87 and 88: for Prosocial Actions and victim ch
Page 89 and 90: Table 4 Psychometric Properties for
Page 91 and 92: all four stories. Bystander charact
Page 93 and 94: Victim character / relational victi
Page 95 and 96: Table 8 Psychometric Properties for
Page 97 and 98: Prosocial/Care justification or Jus
Page 99 and 100: Figure 1. Chi-Square (Ҳ2) Test for
Page 101: Figure 2. Chi-Square (Ҳ2) Test for
Page 105 and 106: Of the 187 responses to Prosocial/C
Page 107 and 108: of children’s Prosocial Action Ch
Page 109 and 110: Table 15 Predicting Action Choices
Page 111 and 112: Table 18 Predicting Action Choices
Page 113 and 114: participant child variable such as
Page 117 and 118: A test for the Difference in Propor
Page 121 and 122: Table 24 CBVS Test and Confidence I
Page 123 and 124: Therefore, I reject the null hypoth
Page 125 and 126: Figure 6. Chi-Square (Ҳ 2 ) Test f
Page 129 and 130: Justice/Fair) on bystander and vict
Page 133 and 134: of children’s Aggressive/Retribut
Page 135 and 136: Story Form of Victimization The nex
Page 139 and 140: hypothesis and I conclude that ther
Page 141 and 142: Figure 9. Chi-Square (Ҳ 2 ) Test f
Page 145 and 146: Justice/Fair Justification Choice r
Page 147 and 148: Figure 10. Chi-Square (Ҳ 2 ) Test
Page 149 and 150: Figure 11. Chi-Square (Ҳ 2 ) Test
Page 151 and 152: Action Choices in this study varied
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CHAPTER V: DISCUSSION How people ju
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y administering the measure in a in
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get what they deserve.” It is lik
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engaging in high rates of aggressiv
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ability. The lack of variance in te
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lie in the lack of variability in C
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whether the story character was a b
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Schwartz et al., 1998). These child
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of the independent variable such as
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strong component, which is directed
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too long, given other curriculum-ba
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REFERENCES Ableson, R. P. (1981). T
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Brewster, A. B., & Bowen, G. L. (20
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Craig, W. M., Henderson, K., & Murp
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Dodge, K. A. (1980a). Social cognit
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Frisch, M. B. (2000). Improving men
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Haynie, D. L., Nansel, T. R., Eitel
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Ladd, G. W., & Burgess, K. B. (2001
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Munoz, M. A., & Vanderhaar, J. E. (
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Paquette, J. A., & Underwood, M. K.
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Rogers, M. J., & Tisak, M. S. (1996
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Smokowski, P. R., Reynolds, A. J.,
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Turiel, E. (2006). Thought, emotion
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APPENDICES 185
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Date, ______________, 2009 Malvin (
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Appendix C School Approvals 189
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191
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Appendix D Informed Consent Forms 1
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195
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197
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⁮ Asian American ⁮ European Ame
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Rate each reason for how good you t
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III. Of all the actions that you ju
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5. Talk to Mike about his feelings
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4. Make up something about the mean
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Appendix F Teacher Online Questionn
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fights with peers. 1 = Never True 2
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• Make new friends / change peer
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• Get bullies to think about thei
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