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

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A Chi-Square (Ҳ 2 ) Test for Independence was used to the following null hypotheses: There is no relation between the proportions of children’s Justification Choices (Prosocial/Care vs. Aggressive/Retribution vs. Justice/Fair) and children’s membership in a Bully/victim group (Nonbully/nonvictim, Victim, Bully, Bully/victim). The non-significant Chi-Square (Ҳ 2 ) (6, N=632) = 7.46, p = .2804, Cramer’s V = .0768, shows that there is no significant dependency between Bully/Victim Group Membership and children’s Justification Choices. Therefore, I conclude that the frequency of Justification Choices is not related to children’s Bully/Victim Group Membership. See Table 42 and Figure 11. Table 42 Chi-Square (Ҳ 2 ) Test for Independence between Bully/Victim Group Member and CBVS Justification Subscales Group Membership Count Justification Choices Nonbully/ Victim Bully Bully/ Total Count Nonvictim Victim Prosocial/Care 110 14 32 31 187 Aggressive/Retribution 41 6 19 10 76 Justice/Fair 181 28 81 79 369 Total 332 48 132 120 632 Pearson Chi-Square (6, N=632) = 7.46, p = .2804 Cramer’s V = .0768 134
Figure 11. Chi-Square (Ҳ 2 ) Test for Independence and Difference of Proportions for CBVS Justification Choices vs. Bully/Victim Group Membership 135
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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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Choices (e.g., Prosocial, Aggressiv
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CHAPTER IV: RESULTS The purpose of
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for Prosocial Actions and victim ch
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Table 4 Psychometric Properties for
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all four stories. Bystander charact
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Victim character / relational victi
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Table 8 Psychometric Properties for
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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 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: Figure 10. 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
Page 185 and 186: Haynie, D. L., Nansel, T. R., Eitel
Page 187 and 188: Ladd, G. W., & Burgess, K. B. (2001
Page 189 and 190: Munoz, M. A., & Vanderhaar, J. E. (
Page 191 and 192: Paquette, J. A., & Underwood, M. K.
Page 193 and 194: Rogers, M. J., & Tisak, M. S. (1996
Page 195 and 196: Smokowski, P. R., Reynolds, A. J.,
Page 197 and 198: 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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