Abstract

The aim of the current study was to examine whether collective moral disengagement in the classroom was associated with bullying perpetration and victimisation. One-thousand-and-fifty-four students from 70 classrooms in 29 schools in the middle and southern parts of Sweden completed a questionnaire in their classroom. In line with the hypotheses, the bivariate correlation analyses at the classroom level showed that students who belonged to classrooms with lower collective moral disengagement were less likely to be victimised by bullying or engaged in bullying perpetration. Moreover, when controlling for gender and age at the individual level and including collective moral disengagement in the same model at the classroom level, multilevel analyses revealed that students who belonged to classrooms with a higher level of collective moral disengagement were more likely to be engaged in bullying perpetration or to be targets of bullying victimisation.

摘要

当前研究的目的是检查课堂上的集体道德脱离是否与欺凌行为和受害有关。来自瑞典中部和南部 29 所学校 70 间教室的 1054 名学生在他们的课堂上完成了一份问卷。与假设一致，课堂层面的双变量相关分析表明，属于集体道德脱离较低课堂的学生不太可能成为欺凌行为的受害者或参与欺凌行为。此外，当在个体层面控制性别和年龄并在课堂层面将集体道德脱离纳入同一模型时，