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From the same journal

Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders

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Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders. / Romero, Maria Lopez; Kyriacou, Chris.

In: Psychology of Education Review, Vol. 40, No. 2, 2016, p. 28-32.

Research output: Contribution to journalArticle

Harvard

Romero, ML & Kyriacou, C 2016, 'Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders', Psychology of Education Review, vol. 40, no. 2, pp. 28-32.

APA

Romero, M. L., & Kyriacou, C. (2016). Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders. Psychology of Education Review, 40(2), 28-32.

Vancouver

Romero ML, Kyriacou C. Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders. Psychology of Education Review. 2016;40(2):28-32.

Author

Romero, Maria Lopez ; Kyriacou, Chris. / Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders. In: Psychology of Education Review. 2016 ; Vol. 40, No. 2. pp. 28-32.

Bibtex - Download

@article{9b510313cfda43d698c3464baf8e153b,
title = "Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders",
abstract = "The role of bystander involvement in bullying has been widely researched and documented. Nevertheless, bystanders who stop the bullying and/or aid the victim are still the exception rather than the norm. Two factors that seem to be closely related with the decision by bystanders regarding whether to support the victim, are their levels of self-efficacy and moral disengagement. This study seeks to explore students’ perception of their own power to make a difference in bullying situations and their level of responsibility towards their victimized peers. These perceptions will be compared before and after a bystander focused intervention at a secondary school in Mexico in order to explore moral disengagement dynamics and the bystander roles that students can adopt to make a difference within their own behavioural repertoire. This intervention model could increase responsible bystander intervention and reduce bullying situations in schools. This paper presents preliminary findings from the pre-intervention data collection stage.",
keywords = "bullying, bystanders, Mexico",
author = "Romero, {Maria Lopez} and Chris Kyriacou",
note = "This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details",
year = "2016",
language = "English",
volume = "40",
pages = "28--32",
journal = "Psychology of Education Review",
issn = "1463-9807",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Self-efficacy and moral disengagement in Mexican secondary school bullying bystanders

AU - Romero, Maria Lopez

AU - Kyriacou, Chris

N1 - This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

PY - 2016

Y1 - 2016

N2 - The role of bystander involvement in bullying has been widely researched and documented. Nevertheless, bystanders who stop the bullying and/or aid the victim are still the exception rather than the norm. Two factors that seem to be closely related with the decision by bystanders regarding whether to support the victim, are their levels of self-efficacy and moral disengagement. This study seeks to explore students’ perception of their own power to make a difference in bullying situations and their level of responsibility towards their victimized peers. These perceptions will be compared before and after a bystander focused intervention at a secondary school in Mexico in order to explore moral disengagement dynamics and the bystander roles that students can adopt to make a difference within their own behavioural repertoire. This intervention model could increase responsible bystander intervention and reduce bullying situations in schools. This paper presents preliminary findings from the pre-intervention data collection stage.

AB - The role of bystander involvement in bullying has been widely researched and documented. Nevertheless, bystanders who stop the bullying and/or aid the victim are still the exception rather than the norm. Two factors that seem to be closely related with the decision by bystanders regarding whether to support the victim, are their levels of self-efficacy and moral disengagement. This study seeks to explore students’ perception of their own power to make a difference in bullying situations and their level of responsibility towards their victimized peers. These perceptions will be compared before and after a bystander focused intervention at a secondary school in Mexico in order to explore moral disengagement dynamics and the bystander roles that students can adopt to make a difference within their own behavioural repertoire. This intervention model could increase responsible bystander intervention and reduce bullying situations in schools. This paper presents preliminary findings from the pre-intervention data collection stage.

KW - bullying

KW - bystanders

KW - Mexico

M3 - Article

VL - 40

SP - 28

EP - 32

JO - Psychology of Education Review

JF - Psychology of Education Review

SN - 1463-9807

IS - 2

ER -