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

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CONTENTS ABSTRACT .................................................................................................................................... ii LIST OF ABBREVIATIONS AND SYMBOLS .......................................................................... iii ACKNOWLEDGMENTS ............................................................................................................. iv LIST OF TABLES ...........................................................................................................................x LIST OF FIGURES ..................................................................................................................... xiii CHAPTER I: INTRODUCTION TO THE PROBLEM .................................................................1 Effects of Bullying ...............................................................................................................2 Statement of the Problem .....................................................................................................3 Purpose of the Study ............................................................................................................4 Research Questions and Hypotheses ...................................................................................5 Significance of this Study ....................................................................................................8 Limitations of the Study.......................................................................................................9 Definition of Terms..............................................................................................................9 Organization of the Study ..................................................................................................11 CHAPTER II: LITERATURE REVIEW .....................................................................................13 Research on Children’s Bullying and Victimization .........................................................13 What is Bullying? .................................................................................................13 Prevalence of Bullying and Victimizations ...........................................................15 Bully Classifications ..........................................................................................................16 Bully (Also Known as Proactive Aggressors) .......................................................17 v
Victim ....................................................................................................................17 Bully/Victim (Also known as Aggressive Victims or Reactive Aggressors) ........18 Nonbully/Nonvictim (Also Known as Bystander) .................................................18 Peer Victimization (Also Known as Peer Aggression) ..........................................19 Types of Victimization ......................................................................................................20 Age and Gender .................................................................................................................22 Effects of Bully Victimization ...........................................................................................24 Victim ....................................................................................................................24 Bully .......................................................................................................................25 Bully/Victim ..........................................................................................................25 Nonbully/nonvictim ...............................................................................................26 Quality of Life and Life Satisfaction in the Context of Bully Victimization ....................27 Quality of Life/Life Satisfaction ............................................................................27 QOL/LS and Bullying ............................................................................................28 Social Support in the Context of Bullying .........................................................................29 Peer Social Support ................................................................................................29 Teacher Social Support ..........................................................................................30 Linking Social Support and Bullying ....................................................................31 Research on Children’s Social Reasoning .........................................................................32 Social-Cognitive Learning Theory ........................................................................32 Social Information Processing Theory...................................................................36 Social Information Processing Factors that Influence the Generation of Solutions in Response to Bullying .........................................................................40 vi
Page 1 and 2: CHILDREN’S SOCIAL REASONING IN TH
Page 3 and 4: ABSTRACT The purpose of this study
Page 5: ACKNOWLEDGMENTS This dissertation w
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
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
Page 69 and 70:
Cohen-Posey, 1995; Coloroso, 2003;
Page 71 and 72:
children’s arrival, answered ques
Page 73 and 74:
esponse to either being bullied or
Page 75 and 76:
Peers (7 items) and the Aggressive
Page 77 and 78:
Children’s Social Experience Ques
Page 79 and 80:
Standard Deviations, ranges, and Cr
Page 81 and 82:
Prosocial with Peers and CBS Aggres
Page 83 and 84:
Choices (e.g., Prosocial, Aggressiv
Page 85 and 86:
CHAPTER IV: RESULTS The purpose of
Page 87 and 88:
for Prosocial Actions and victim ch
Page 89 and 90:
Table 4 Psychometric Properties for
Page 91 and 92:
all four stories. Bystander charact
Page 93 and 94:
Victim character / relational victi
Page 95 and 96:
Table 8 Psychometric Properties for
Page 97 and 98:
Prosocial/Care justification or Jus
Page 99 and 100:
Figure 1. Chi-Square (Ҳ2) Test for
Page 101 and 102:
Page 103 and 104:
Table 11 CBVS Chi-Square (Ҳ 2 ) Te
Page 105 and 106:
Of the 187 responses to Prosocial/C
Page 107 and 108:
of children’s Prosocial Action Ch
Page 109 and 110:
Table 15 Predicting Action Choices
Page 111 and 112:
Table 18 Predicting Action Choices
Page 113 and 114:
participant child variable such as
Page 115 and 116:
Page 117 and 118:
A test for the Difference in Propor
Page 119 and 120:
Page 121 and 122:
Table 24 CBVS Test and Confidence I
Page 123 and 124:
Therefore, I reject the null hypoth
Page 125 and 126:
Figure 6. Chi-Square (Ҳ 2 ) Test f
Page 127 and 128:
Page 129 and 130:
Justice/Fair) on bystander and vict
Page 131 and 132:
Page 133 and 134:
of children’s Aggressive/Retribut
Page 135 and 136:
Story Form of Victimization The nex
Page 137 and 138:
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
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 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
Page 205 and 206:
191
Page 207 and 208:
Appendix D Informed Consent Forms 1
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195
Page 211 and 212:
197
Page 213 and 214:
⁮ 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
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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Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...

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