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

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thoughts, which may have suggested retaliation. The same words might also be interpreted to suggest equality or justice. Hence, the measure needs to be modified. In summary, there are many individual and contextual factors that influence children’s ability to generate solutions, both prosocial and aggressive, for imagining themselves being victimized or bullied; some of which include children’s history of aggression and victimization, the reality of the bully/victim episode (i.e., actual versus perceived), the level of aggressiveness, heightened emotional distress, the nature of the victim’s relationship with the bully, the form of bully victimization and their moral and social values and beliefs (M. S. Tisak et al., 2006). These and other characteristics serve as reminders that the nature of children’s social reasoning is a complex course of cognitive and emotional processing, which is further confounded by their social development. Findings from this study have raised many more questions than answers about the implications for understanding how children might imagine themselves thinking and behaving in the context of peer victimization. 160
REFERENCES Ableson, R. P. (1981). The psychological status of the script concept. American Psychologist, 36, 715-729. Administration, H. R. a. S. (2004a). The scope and impact of bullying. On Stop the bullying now: Take a stand, lend a hand [Resource Kit]: U.S. Department of Health and Human Services. Administration, H. R. a. S. (2004b). What we know about bullying. On Stop the bullying now: Take a stand, lend a hand [Resource Kit]: U.S. Department of Health and Human Services. Andreou, E. (2001). Bully/victim problems and their association with coping behaviour in conflictual peer interactions among school-age children. Educational Psychology Review, 21, 59–66. Archer, J., & Coyne, S. M. (2005). An integrated review of indirect, relational, and social aggression. Personality and Social Psychology Review, 9, 212 – 230. Arsenio, W. F., & Lemerise, E. A. (2004). Aggression and moral development: Integrating social information processing and moral domain models. Child Development, 75(4), 987-1002. Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8 to 11 year-olds. British Journal of Educational Psychology, 66, 447–456. Bandura, A. (1973). Aggression: A social learning analysis. New York, NY: Holt. Bandura, A. (1977). Social learning theory. Engliwood Cliffs, NJ: Prentice-Hall. Bandura, A. (1983). Psychological mechanisms of aggression. In R. G. Green & E. Donnerstein (Eds.), Aggression: Theoretical and empirical reviews. New York, NY: Academic Press. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice_Hall. Bandura, A. (1991). Social cognitive theory of moral thought and action. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development (Vol. 1: Theory). Hillsdale, NU: Erlbaum. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company. 161
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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
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Table 11 CBVS Chi-Square (Ҳ 2 ) Te
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Of the 187 responses to Prosocial/C
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of children’s Prosocial Action Ch
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Table 15 Predicting Action Choices
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Table 18 Predicting Action Choices
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participant child variable such as
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A test for the Difference in Propor
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Table 24 CBVS Test and Confidence I
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Page 125 and 126: Figure 6. Chi-Square (Ҳ 2 ) Test f
Page 127 and 128: Table 28 CBVS Test and Confidence I
Page 129 and 130: Justice/Fair) on bystander and vict
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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 143 and 144: Table 38 CBVS Test and Confidence I
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
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: too long, given other curriculum-ba
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 (
Page 203 and 204: Appendix C School Approvals 189
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Page 207 and 208: Appendix D Informed Consent Forms 1
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Page 211 and 212: 197
Page 213 and 214: ⁮ Asian American ⁮ European Ame
Page 215 and 216: Rate each reason for how good you t
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Page 219 and 220: 5. Talk to Mike about his feelings
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Page 223 and 224: 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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