ABSTRACT

Bullying persists as a concern in schools, including the question of why some children bully. One idea differentiating bullying roles (e.g., bully, victim, bully-victim) is that some individuals are morally disengaged, or able to disconnect their moral understanding and behavior. The present study examined types of bullying involvement and moral disengagement. To address the methodological debate within the bullying literature, the present study used latent analysis. The findings revealed that bullying and victimization behaviors vary by degree of involvement. The present study found that moral disengagement was related to students’ degree of participation in bullying; students in the bully-victim class had the highest levels of moral disengagement, followed by students in the victim class, social victim class, and outsider class. Further research should explore moral engagement as a strategy to enhance anti-bullying efforts.

摘要

欺凌一直是学校关注的问题，包括为什么有些孩子欺负这个问题。区别欺凌角色（例如，欺负，受害者，欺负受害者）的一个想法是，某些人在道德上与世隔绝，或能够脱离其道德理解和行为。本研究研究了欺凌行为和道德脱离接触的类型。为了解决欺凌文献中的方法论争论，本研究使用了潜在分析。调查结果表明，欺凌和受害行为因参与程度而异。本研究发现，道德脱离与学生参与欺凌的程度有关。欺负受害者班的学生在道德上的脱离程度最高，其次是受害者班，社会受害者班和外来者班。