Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...
Copyright Malvin Porter, Jr. 2010 - acumen - The University of ... Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...
Copyright Malvin Porter, Jr. 2010 ALL RIGHTS RESERVED
ABSTRACT 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 are appropriate behavioral responses to hypothetical scenarios about being victimized by bullies and about witnessing bully victimization. The study also examined how children explain or justify their actions. Participants in the study included children enrolled in the 5 th grade and their teachers from schools in the southeast. This study examined how the quality of children’s Action Choices in hypothetical stories about bully victimization relates to their Justification Choices. This study includes the influence of demographic variables such as gender, intellectual ability, bully/victim group membership, story character role, and story form of victimization on children’s Action and Justification Choices. Teacher reports of children’s behavior were compared with children’s self-reports of Action and Justification choices. Significant relationships were found between children’s Actions Choices and Justification Choices. However, teacher reports of children’s social behavior with peers did not significantly relate to children’s self reports of how they would respond to hypothetical bully victimization scenarios. Additionally, child demographic variables did not reflect significant variation between teacher groupings for children’s intellectual ability and bully/victim group membership. However, there were significant differences in children’s Action Choices and Justification Choices based on gender, story character role and story form of victimization. ii
- Page 1: CHILDREN’S SOCIAL REASONING IN TH
- 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 and 18: anxiety, loneliness, and self-worth
- Page 19 and 20: Research Questions and Hypotheses T
- 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
<strong>Copyright</strong> <strong>Malvin</strong> <strong>Porter</strong>, <strong>Jr</strong>. <strong>2010</strong><br />
ALL RIGHTS RESERVED