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

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unwanted aggression, refrain from retaliating against bullies, seek peer support, and inform adults who can intervene when necessary (Rigby, 2002a). Bystanders who witness bullying are advised to weigh their personal responsibility and safety when deciding to intervene on behalf of the victim (Latane` & Darley, 1970). When personal safety is not a consideration, bystanders are advised to provide peer social support by directly confronting the bullies. When personal safety is a consideration, bystanders are advised to assist victims indirectly by telling an authority figure (Harris, 2003). Although children receive this advice about how to respond to bully victimization, little is known about how children reason about the best action to take when being victimized or when witnessing bully victimization. Some studies examine what children think about doing harm, but few examine how children justify their prosocial or aggressive behavioral response when confronted personally with bully victimization. Purpose of the Study 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). The CBVS attempts to assess what children think is an appropriate behavioral response or Action Choice to hypothetical scenarios about being victimized by bullies and about witnessing bully victimization, as well as how children attempt to explain or justify their Action Choices. The CBVS assesses behavioral responses by having children choose an action such as an aggressive or a prosocial behavior in response to victimization. Next, children choose a justification that explains their Action Choices. Findings from this study have implications for developing effective interventions aimed at reducing rates of bully victimization among children in elementary schools. 4
Research Questions and Hypotheses The following research questions and hypotheses guided this study. 1. What are the psychometric properties of the Children’s Bully/Victim Survey (CBVS)? 2. Does children’s Intellectual Ability relate to the frequency of children’s CBVS Justification Choices (e.g., Justice/Fair, Prosocial/Care, Aggressive/Retribution) and the frequency of their CBVS Action Choices (e.g., Prosocial, Aggressive)? a. Null Hypotheses: There is no dependency between intellectual ability and Justification Choices. (In other words, varying the level of intellectual ability won’t have an effect on the action choice). b. Null Hypotheses: There is no dependency between intellectual ability and Justification Choices. 3. Are there significant differences in the proportion of children’s responses on the CBVS Justification Choice subscales (e.g., Prosocial/Care, Aggressive/Retribution, Justice/Fair) and CBVS Action Choice subscales (e.g., Prosocial, Aggressive)? a. Null Hypotheses: Of the children who make Prosocial/Care Justification Choices, there is no difference in proportion of those who make Prosocial Action Choices and those who make Aggressive Action Choices. b. Null Hypotheses: Of the children who make Aggressive/Retribution Justification Choices, there is no difference in proportion of those who make Aggressive Action Choices and those who make Prosocial Action Choices. 5
Page 1 and 2: CHILDREN’S SOCIAL REASONING IN TH
Page 3 and 4: ABSTRACT The purpose of this study
Page 5 and 6: ACKNOWLEDGMENTS This dissertation w
Page 7 and 8: Victim ............................
Page 9 and 10: Story Character Role ..............
Page 11 and 12: LIST OF TABLES 1. CBVS Sample Demog
Page 13 and 14: 30. Chi-Square (Ҳ 2 ) Test for Ind
Page 15 and 16: CHAPTER I: INTRODUCTION TO THE PROB
Page 17: anxiety, loneliness, and self-worth
Page 21 and 22: . Null Hypotheses: There is no rela
Page 23 and 24: information will be helpful to prac
Page 25 and 26: Justice/Fair Justifications. An exp
Page 27 and 28: CHAPTER II: LITERATURE REVIEW Chapt
Page 29 and 30: actively involved, or as defenders
Page 31 and 32: who are victimized themselves), and
Page 33 and 34: Bullying often occurs within the co
Page 35 and 36: manipulate social relationships to
Page 37 and 38: Longitudinal studies of children en
Page 39 and 40: Bully Bullying also damages the bul
Page 41 and 42: for the nonbully/nonvictim. From co
Page 43 and 44: Being victimized has been correlate
Page 45 and 46: Linking Social Support and Bullying
Page 47 and 48: (Bandura, 1986, 1991). Bandura (198
Page 49 and 50: Social-cognitive learning theory ha
Page 51 and 52: influenced and guided by informatio
Page 53 and 54: ignore him or her, or that it is be
Page 55 and 56: (Dodge, 1980a; Dodge & Frame, 1982)
Page 57 and 58: during a child’s early years and
Page 59 and 60: The reader is reminded that the pur
Page 61 and 62: CBVS is scored by comparing the dif
Page 63 and 64: Other research suggests that childr
Page 65 and 66: their behaviors, which may explain
Page 67 and 68: Aggressive) and Justification Choic
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Cohen-Posey, 1995; Coloroso, 2003;
Page 71 and 72:
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
Page 79 and 80:
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
Page 87 and 88:
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:
Page 103 and 104:
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
Page 115 and 116:
Page 117 and 118:
A test for the Difference in Propor
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Page 121 and 122:
Table 24 CBVS Test and Confidence I
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Therefore, I reject the null hypoth
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Figure 6. Chi-Square (Ҳ 2 ) Test f
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Justice/Fair) on bystander and vict
Page 131 and 132:
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of children’s Aggressive/Retribut
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Story Form of Victimization The nex
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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:
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
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Action Choices in this study varied
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CHAPTER V: DISCUSSION How people ju
Page 155 and 156:
y administering the measure in a in
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get what they deserve.” It is lik
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engaging in high rates of aggressiv
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ability. The lack of variance in te
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lie in the lack of variability in C
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whether the story character was a b
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Schwartz et al., 1998). These child
Page 169 and 170:
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
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
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Date, ______________, 2009 Malvin (
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Appendix C School Approvals 189
Page 205 and 206:
191
Page 207 and 208:
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
Page 231 and 232:
217
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