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Malecki, C. K., & Demaray, M. K. (2004). The role of social support in the lives of bullies, victims, and bully-victims. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention. Hillsdale, NJ: Erlbaum. Marcus, R. F. (1980). Empathy and popularity of preschool children. Child Study Journal, 10, 133-145. McCullough, G., Huebner, E. S., & Laughlin, J. E. (2000). Life events, self-concept, and adolescents’ positive subjective well being. Psychology in the Schools, 37, 281–290. McKnight, C. G., Huebner, E. S., & Suldo, S. M. (2002). Relationships among stressful life events, temperament, problem behavior, and global life satisfaction in adolescents. Psychology in the Schools, 39, 677–687. McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of healthrisk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7), 284–292. Melton, G. B., Limber, S., Flerx, V., Cunningham, P., Osgood, D. W., Chambers, J., et al. (1998). Violence among rural youth. Final report to the Office of Juvenile Justice and Delinquency Prevention.: Office of Juvenile Justice and Delinquency Prevention. Melzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75-78. Miller, P. A., Eisenberg, N., Fabes, R. A., & Shell, R. (1996). Relations of moral reasoning and vicarious emotion to young children's prosocial behavior toward peers and adults. Developmental Psychology, 32(2), 210-219. Mishna, F., Sainia, M., & Solomona, S. (2009). Ongoing and online: Children and youth's perceptions of cyber bullying. Children and Youth Services Review, 31(12), 1222-1228. Monks, C. P., & Smith, P. K. (2006). Definitions of bullying: Age differences in understanding of the term, and the role of experience. British Journal of Developmental Psychology, 24, 801-821. Morita, Y., & Shimizu, K. (1994). Ijime: Shinteiban (Bullying, Revised Edition). Kaneko Shabo, Tokyo. Mullin-Rindler, N. (2003). Findings from the Massachusetts Bullying Prevention Initiative. Unpublished manuscript. 174
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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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Therefore, I reject the null hypoth
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Figure 6. Chi-Square (Ҳ 2 ) Test f
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Table 28 CBVS Test and Confidence I
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Justice/Fair) on bystander and vict
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A test for the Difference in Propor
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of children’s Aggressive/Retribut
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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
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: Ladd, G. W., & Burgess, K. B. (2001
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
Page 205 and 206: 191
Page 207 and 208: Appendix D Informed Consent Forms 1
Page 209 and 210: 195
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
Page 217 and 218: III. Of all the actions that you ju
Page 219 and 220: 5. Talk to Mike about his feelings
Page 221 and 222: 4. Make up something about the mean
Page 223 and 224: Appendix F Teacher Online Questionn
Page 225 and 226: fights with peers. 1 = Never True 2
Page 227 and 228: • Make new friends / change peer
Page 229 and 230: • Get bullies to think about thei
Page 231 and 232: 217
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