ERIC Number: EJ1201266
Record Type: Journal
Publication Date: 2019-Feb
Abstractor: As Provided
Bystander Intervention in Bullying: Role of Social Skills and Gender
Jenkins, Lyndsay N.; Nickerson, Amanda B.
Journal of Early Adolescence, v39 n2 p141-166 Feb 2019
The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 299 sixth- to eighth-grade students. Analyses revealed that girls reported significantly greater cooperation and empathy, and noticed bullying events, interpreted them as an emergency, and intervened more often than boys. The best fitting structural equation model included both empathy and cooperation, with significant positive path coefficients between empathy and bystander intervention. Students with greater empathy were more likely to engage with each step of the model, except noticing the event. Assertiveness was positively associated and cooperation was negatively associated with greater knowledge of how to intervene.
Descriptors: Audiences, Intervention, Bullying, Role, Interpersonal Competence, Gender Differences, Grade 6, Grade 7, Grade 8, Middle School Students, Prevention, Empathy, Predictor Variables, Adolescents, Rural Youth, Rural Areas
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8
Authoring Institution: N/A