6533b863fe1ef96bd12c7917
RESEARCH PRODUCT
Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy
Marta Giménez-dasíMarta Giménez-dasíEduardo Fonseca-pedreroAlicia Pérez-albénizBeatriz Lucas-molinasubject
Malemedia_common.quotation_subjectPsychological interventionChild Behavior050109 social psychologyEmpathyHierarchy SocialDevelopmental psychologyModerationSociometric ratingArts and Humanities (miscellaneous)Developmental and Educational PsychologyHumansInterpersonal Relations0501 psychology and cognitive sciencesChildGeneral Psychologymedia_commonPrimary schoolChildren's behavior in bullying situations05 social sciencesGenderBullyingGeneral MedicineModerationGroup ProcessesFemaleEmpathyPsychology050104 developmental & child psychologySocial statusdescription
The aim of the present study was to examine whether the effect of empathy on the role children play in bullying situations, as either bullies, defenders or outsiders, was moderated by children's social status within their classroom, and whether this moderation was gender dependent. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3-6 (Mage = 9.80 years; SD = 1.24), recruited from 27 primary schools. Results showed that the effect of empathy on bullying behavior was moderated by the sociometric rating only in girls. Both empathy and social rating had an effect on defending behavior. However, neither the children's sociometric rating nor their gender moderated the relationship between empathy and defending and outsider behaviors. These findings are discussed in terms of their implications for interventions designed to prevent bullying in school settings. © 2018 The Scandinavian Psychological Associations.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-01-01 | Scandinavian Journal of Psychology |