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

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the CBS and children’s Justification Choices (Prosocial/Care vs. Aggressive/Retribution vs. Justice/Fair). A multinominal Logistic Regression was performed in which CBS Prosocial with Peers and CBS Aggressive with Peers were used to predict the CBVS Justification Choices Prosocial/Care, Aggressive/Retribution, and Justice/Fair). Justice/Fair Justification Choices was used as the baseline variable. The overall multinomial logistic regression model to predict Justification Choices from CBS Aggressive with Peers and CBS Prosocial with Peers was not significant (G = 5.942, df = 4, p > 0.05). Therefore, CBS Prosocial with Peers and CBS Aggressive with Peers are not significant predictors of Justification Choices. See Table 19. Table 19 Predicting Justification Choices from Teacher-Reports of Children’s Social Behavior Multinominal Logistic Regression Model Parameter Estimates 98 95% CI for Exp Justification a B Std Error Wald df Sig Exp(B) Lower Bound Upper Bound Prosocial/Care Intercept -1.879 .929 4.082 1 .043 CBS Aggressive .022 .047 .213 1 .644 1.022 .932 1.121 CBS Prosocial .055 .035 2.439 1 .118 1.057 .986 1.133 Aggressive/Retribution Intercept -3.431 1.282 7.165 1 .007 CBS Aggressive .108 .058 3.471 1 .062 1.114 .994 1.247 CBS Prosocial .050 .050 1.020 1 .313 1.052 .954 1.159 a. The reference category is Justice/Fair. The next research question considers how selected demographic variables influenced children’s Action Choices and Justification Choices. The variables examined included
participant child variable such as Gender and Bully/Victim Group Membership (Nonbully/Nonvictim vs. Victim vs. Bully vs. Bully/Victim). Story variables included Story Character Role (Bystander vs. Victim) and Story Form of Victimization (Physical vs. Relational). Question Six Do the difference in proportions of children’s CBVS Action Choices that are coded as either Prosocial or Aggressive and CBVS Justification Choices that are coded as either Prosocial/Care, Aggressive/Retribution, or Justice/Fair relate to participant child Gender (male vs. female), Story Character Role (Bystander vs. Victim), Story Form of Victimization (Physical vs. Relational) and Bully/Victim Group Membership (Nonbully/Nonvictim vs. Victim vs. Bully vs. Bully/Victim)? Gender and Action Choices A Chi-Square (Ҳ 2 ) Test for Independence was used to determine whether there is a dependency between Prosocial Action Choices, Aggressive Action Choices, and participant children’s gender. The non-significant Chi-Square (Ҳ 2 ) (1, N=632) = 5.27 , p = .0217, Cramer’s V = 0.1645, shows that there is no significant dependency between gender and Action Choice. Therefore, I conclude that the frequency of Action Choices is not related to the gender of participant children. See Table 20 and Figure 4. 99
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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
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influenced and guided by informatio
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ignore him or her, or that it is be
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(Dodge, 1980a; Dodge & Frame, 1982)
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during a child’s early years and
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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
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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
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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 103 and 104: Table 11 CBVS Chi-Square (Ҳ 2 ) Te
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: Table 18 Predicting Action Choices
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
Page 153 and 154: CHAPTER V: DISCUSSION How people ju
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Page 157 and 158: get what they deserve.” It is lik
Page 159 and 160: engaging in high rates of aggressiv
Page 161 and 162: 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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217
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