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

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Gender and Justification Choices A Chi-Square (Ҳ 2 ) Test for Independence was used to determine whether there is a dependency between children’s Gender and Justification Choice subscales. The significant Chi- Square (Ҳ 2 ) (2, N=632) = 13.61 , p = .0011, Cramer’s V = .1467, shows that there is a significant dependency between participant children’s Gender and Justification Choice. Therefore, I conclude that the frequency of Justification Choices is related to the Gender of participant children. See Table 23 and Figure 5. Table 23 Chi-Square (Ҳ 2 ) Test for Independence Between Children’s Gender and CBVS Justification Choice Subscales Justification Choices Count Male Female Total Responses Prosocial/Care 82 105 187 Aggressive/Retribution 49 27 76 Justification/Fair 153 216 369 Total 284 348 632 Pearson Chi-Square (2, N=632) = 13.61 , p = .0011 Cramer’s V = .1467 104
Figure 5. Chi-Square (Ҳ2) Test for Independence Test and Difference of Proportions for CBVS Justification Choices vs. Children’s Gender Tests for the difference in proportions were conducted to determine the difference in frequency (ƒ) that male responses and female responses to CBVS Justification Choices 105
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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
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CBVS is scored by comparing the dif
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Other research suggests that childr
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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
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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
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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 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 and 112: Table 18 Predicting Action Choices
Page 113 and 114: participant child variable such as
Page 117: 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 131 and 132: A test for the Difference in Propor
Page 133 and 134: of children’s Aggressive/Retribut
Page 135 and 136: Story Form of Victimization The nex
Page 137 and 138: A test for the Difference in Propor
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
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Page 161 and 162: ability. The lack of variance in te
Page 163 and 164: lie in the lack of variability in C
Page 165 and 166: whether the story character was a b
Page 167 and 168: 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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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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