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

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subscales across the four stories are moderate, with the exception of Aggressive Action Choices and Aggressive/Retribution Justification Choices which showed relatively strong internal consistencies (.7118, .7087 respectively) for their respective subscales. Prosocial Actions and Justice/Fair Justifications showed similar reliabilities (.4637, .4868, respectively) reliabilities. Prosocial/Care Justifications showed a reliability of .5729 across all four stories. Positive correlations were found between Prosocial Actions and Prosocial/Care Justifications (.4096) and between Justice/Fair Justifications (.3933) at the .01 level of significance. A positive correlation was found between Aggressive Actions Choices and Aggressive/ Retribution Justifications (.5640) at the .01 level of significance. A positive correlation was found between Aggressive Actions Choices and Justice/Fair Justification Choices (.1761) at the .05 level of significance. Correlations were found between Justice/Fair Justifications and Prosocial/Care Justifications (.4191) at the .01 level of significance. Correlations were also found between Justice/Fair Justification and Aggressive/Retribution Justifications (.3669) at the .01 level of significance. No significant correlations were found between Prosocial Actions and Aggressive Actions and between Prosocial Actions and Aggressive/Retribution Justifications. No significant correlations were found between Aggressive Actions Choices and Prosocial/Care Justifications. No significant correlations were found between Prosocial/Care Justifications and Aggressive/Retribution Justifications. See Table 8. 80
Table 8 Psychometric Properties for Rated Data for Composite CBVS Action and Justification Subscales Across all 4 Stories Mean SD Range Cronbach’s α Prosocial Actions 3.4197 .2538 2.81-4.00 .4637 Aggressive Actions 1.9578 .3715 1.17-3.25 .7118 Justice/Fair Justifications 3.2627 .3692 2.46-4.00 .4868 Prosocial/Care Justifications 2.9876 .4928 1.63-4.00 .5729 Aggressive/Retribution Justifications 2.1925 .5582 1.21-3.67 .7087 Correlation Matrix for Composite CBVS Action and Justification Subscales across all 4 Stories ProAC AgrAC Just/F JC Pro/C JC Agr/R JC Prosocial Actions 1.0000 ---- ---- ---- ---- Aggressive Actions .0863 1.0000 ---- ---- ---- Justice/Fair Justifications .3933** .1761* 1.0000 ---- ---- Prosocial/Care Justifications .4096** -.0657 .4191** 1.0000 ---- Aggressive/Retribution Justifications .1092 .5640** .3669** - .0919 1.0000 N = 632 responses, 158 for each story **Correlation is significant at the .01 level (2-tailed) *Correlation is significant at the .05 level (2-tailed) Because the internal consistencies were low, I did not use a general linear model approach to assess the research questions. Instead, I used two nonparametric techniques, which focuses on the proportions of categorical items where children had to rank the very best and very worst Action and Justification items that they had previously rated (Lomax, 2001). The rationale was that children were asked to rate each Action and Justification item as good or bad as a way 81
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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
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: Victim character / relational victi
Page 97 and 98: Prosocial/Care justification or Jus
Page 99 and 100: Figure 1. Chi-Square (Ҳ2) Test for
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 117 and 118: A test for the Difference in Propor
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 129 and 130: Justice/Fair) on bystander and vict
Page 133 and 134: of children’s Aggressive/Retribut
Page 135 and 136: Story Form of Victimization The nex
Page 139 and 140: hypothesis and I conclude that ther
Page 141 and 142: Figure 9. Chi-Square (Ҳ 2 ) Test f
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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
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Frisch, M. B. (2000). Improving men
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Haynie, D. L., Nansel, T. R., Eitel
Page 187 and 188:
Ladd, G. W., & Burgess, K. B. (2001
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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
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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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