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

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The estimate of the difference in the proportion of children’s Justice/Fair Justification Choice responses when the Story Character was a bystander and the proportion of children’s Justice/Fair Justification Choice responses when the Story Character was a Victim was -0.0601266. The hypothesized difference in proportions of zero does lie within the 95% CI (-0.136842, 0.0165891) for the difference in proportions of children’s Justice/Fair Justification Choice responses between the bystander and victim story character roles. Therefore, zero is a plausible value for the difference in proportions of children’s Justice/Fair Justification Choice responses when the story character was a bystander and when the story character was a victim. Thus, I fail to reject the null hypothesis and I conclude that there is not a difference in the proportions of children’s Justice/Fair Justification responses between the bystander and victim story character roles. Thus, I conclude that children were as likely to choose Justice/Fair Justifications when the story character role was a bystander as when the story character role was a victim. See Table 33. Table 33 CBVS Test and Confidence Interval for the Proportion of Bystander and the Proportion of Victims Among Children who Selected Justice/Fair Justification Choices Sample ƒ n Sample p Bystander 175 316 0.553797 Victim 194 316 0.613924 Test of p = 0 vs. p ≠ 0 Difference = p (Bystander) – p (Victim) Estimate for difference: -0.0601266 95% CI (-0.136842, 0.0165891) Test for difference = 0 (vs. ≠ 0): Z = -1.54 P-Value = 0.125 Fisher's exact test: P-Value = 0.146 N = 632 responses 120
Story Form of Victimization The next section addresses Story Form of Victimization on CBVS Action and Justification Choices. These analyses test whether a physical or relational form of victimization in each story makes a difference in selecting an Action Choice (prosocial vs. aggressive) or Justification Choices (Prosocial/Care vs. Aggressive/Retribution vs. Justice/Fair). Story Form of Victimization and Action Choice A Chi-Square (Ҳ 2 ) Test for Independence was used to determine whether there is a dependency between Story Form of Victimization and children’s choices on Action Choice subscales. The significant Chi-Square (Ҳ 2 ) (1, N=632) = 5.62, p = .0178 , Cramer’s V = .0981, shows that there is a significant dependency between Story Form of Victimization and children’s selections of Action Choices. Therefore, I conclude that the frequency of Action Choices is related to the Story Form of Victimization. See Table 34 and Figure 8. Table 34 Chi-Square (Ҳ 2 ) Test for Independence Between Story Form of Victimization and CBVS Action Choice Subscales Story Form of Victimization Count Action Choices Count Physical Relational Total Responses Prosocial 257 231 488 Aggressive 59 85 144 Total 316 316 632 Pearson Chi-Square (1, N=632) = 5.62, p = .0178 Cramer’s V = .0981 121
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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
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Aggressive) and Justification Choic
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Cohen-Posey, 1995; Coloroso, 2003;
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children’s arrival, answered ques
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esponse to either being bullied or
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Peers (7 items) and the Aggressive
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Children’s Social Experience Ques
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Standard Deviations, ranges, and Cr
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Prosocial with Peers and CBS Aggres
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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
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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 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: of children’s Aggressive/Retribut
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
Page 155 and 156: y administering the measure in a in
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
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
Page 169 and 170: of the independent variable such as
Page 171 and 172: strong component, which is directed
Page 173 and 174: too long, given other curriculum-ba
Page 175 and 176: REFERENCES Ableson, R. P. (1981). T
Page 177 and 178: Brewster, A. B., & Bowen, G. L. (20
Page 179 and 180: Craig, W. M., Henderson, K., & Murp
Page 181 and 182: Dodge, K. A. (1980a). Social cognit
Page 183 and 184: 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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