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Victimization was relational than when the Story Form of Victimization was physical. Neither Action Choices nor Justification Choices in this study varied across Bully/Victim groups. Chapter V will discuss the results and supportive research, strengths and limitations of the study, and future research directions. 138
CHAPTER V: DISCUSSION How people justify their aggressive behavior has been an important topic in social psychology research on aggression (Fraczek, 1985). Justification is defined as a cognitive strategy that helps rationalize social behavior to be acceptable. How children justify their behavior in the context of bully/victim problems has received little attention by investigators (Hara, 2002). Yet, research has shown that bullying is a major social problem for school-aged children (Olweus, 2003). Children receive well-meaning advice about how to respond when confronted personally with bully victimization; however, there is still much to understand about how they choose to respond and how they justify those behavioral responses. The purpose of this study was to evaluate a new measure of children’s social reasoning about bully victimization. The Children’s Bully/Victim Survey (CBVS) attempts to assess children’s reasoning or justifications, which can vary as either Prosocial/Care, Aggressive/Retribution, or Justice/Fair, for either prosocial or aggressive actions they might choose in response to a hypothetical story about bully victimization. The Psychometric Properties of the CBVS Rated Data As stated in chapter IV, the initial parametric analyses for internal consistency and correlations within stories for actions and justifications were found to be lower than anticipated. The data were for the initial analyses were derived from children’s ratings of Action Choices and Justification Choices on a 1 to 4 Likert scale, where 1 = Very Bad, 2 = kind of bad, 3 = kind of good, and 4 = Very Good. Analyses of these data were thought to a richer source with more 139
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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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Prosocial/Care justification or Jus
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Figure 1. Chi-Square (Ҳ2) Test for
Page 101 and 102: Figure 2. 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
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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: Action Choices in this study varied
Page 155 and 156: y administering the measure in a in
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
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
Page 199 and 200: APPENDICES 185
Page 201 and 202: 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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