Moral reasoning about school bullying in involved adolescents

Article de revue


État de publication: Publiée (2017 )

Nom de la revue: Journal of Moral Education

Volume: 46

Numéro: 2

Intervalle de pages: 158-176


Résumé: The aim of the present study was to investigate how bullying incident participant roles and moral reasoning relate to each other in adolescents. To do so, we examined sociomoral judgments about hypothetical bullying incidents and moral disengagement in adolescents identified as bullies, defenders of the victim and passive bystanders. Six-hundred and twenty-six high school students (13- to 15-years-old) took part in this study and 131 were assigned a specific bullying incident participant role through peer nomination. Findings reveal that defenders of the victim show greater and more uniform moral sensibility than did both bullies and passive bystanders. Sociomoral reasoning helped differentiate between both bully subtypes (bully-leaders and bully-followers) and passive bystander beyond displaying greater moral disengagement than defenders did.

Théorie de l'activité: