- 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;
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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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Figure 2. 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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Figure 4. Chi-Square (Ҳ2) Test for
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A test for the Difference in Propor
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Figure 5. Chi-Square (Ҳ2) Test for
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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
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A test for the Difference in Propor
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hypothesis and I conclude that ther
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Figure 9. Chi-Square (Ҳ 2 ) Test f
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Table 38 CBVS Test and Confidence I
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Justice/Fair Justification Choice r
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Figure 10. Chi-Square (Ҳ 2 ) Test
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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
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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
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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
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Brewster, A. B., & Bowen, G. L. (20
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Craig, W. M., Henderson, K., & Murp
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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. (
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Paquette, J. A., & Underwood, M. K.
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Rogers, M. J., & Tisak, M. S. (1996
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Smokowski, P. R., Reynolds, A. J.,
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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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217