Early Adolescents’ Emotional and Behavioral Difficulties, Student–Teacher Relationships, and Motivation to Defend in Bullying Incidents
Iotti, Nathalie Ophelia LU
; Thornberg, Robert
; Longobardi, Claudio
and Jungert, Tomas
LU
(2020)
In Child and Youth Care Forum
p.59-75
- Abstract
Background: School bullying is a widespread phenomenon across the world, which involves bystanders who take on various roles. Motivation to defend victims is important to investigate because it helps us devise better, evidence-based, anti-bullying interventions. Objective: We aimed to determine whether students’ behavioral and emotional strengths and difficulties and student–teacher relationships were associated with different types of motivation to defend victims of bullying. The hypotheses were (1) emotional and behavioral difficulties will be associated with less autonomous and introjected motivation to defend and greater extrinsic motivation to defend and (2) close student–teacher relationships will be associated with greater... (More)
Background: School bullying is a widespread phenomenon across the world, which involves bystanders who take on various roles. Motivation to defend victims is important to investigate because it helps us devise better, evidence-based, anti-bullying interventions. Objective: We aimed to determine whether students’ behavioral and emotional strengths and difficulties and student–teacher relationships were associated with different types of motivation to defend victims of bullying. The hypotheses were (1) emotional and behavioral difficulties will be associated with less autonomous and introjected motivation to defend and greater extrinsic motivation to defend and (2) close student–teacher relationships will be associated with greater autonomous motivation to defend, and less extrinsic motivation to defend. Method: Data were collected from 483 Swedish early adolescents who completed a survey in their classrooms. Results: Results showed that, among boys and girls, close student–teacher relationships were positively associated with autonomous motivation and negatively associated with extrinsic motivation to defend, while negative expectations concerning teachers were associated with all forms of motivation to defend. Emotional and behavioral difficulties were only associated with introjected motivation to defend among girls. Furthermore, extrinsic motivation to defend was associated with the interactions between individual differences in behavioral and emotional difficulties and negative expectations. Conclusions: Adolescents who are more occupied with wanting to have a better relationship with their teachers might be motivated to be involved in good social relationships with others. The results also indicate that closeness in student–teacher relationships is important for greater autonomous motivation to defend victims during bullying.
(Less)
- author
- Iotti, Nathalie Ophelia
LU
; Thornberg, Robert
; Longobardi, Claudio
and Jungert, Tomas
LU
- organization
- publishing date
- 2020
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Bullying, Bystander, Defending, Motivation to defend, Self-determination theory, Student–teacher relationships
- in
- Child and Youth Care Forum
- issue
- 49
- pages
- 59 - 75
- publisher
- Springer
- external identifiers
-
- scopus:85070811123
- ISSN
- 1053-1890
- DOI
- 10.1007/s10566-019-09519-3
- project
- Promoting young people's motivation to defend victims in bullying situations
- Do parenting styles affect motivation to defend in bullying situations? A cross-national study to analyze the contribution of different parenting styles to bystander roles and motivation to defend.
- language
- English
- LU publication?
- yes
- id
- 787677cc-a528-4dd6-923e-2c4a8c23b47a
- date added to LUP
- 2019-09-05 14:12:11
- date last changed
- 2023-04-09 22:47:40
@article{787677cc-a528-4dd6-923e-2c4a8c23b47a,
abstract = {{<p>Background: School bullying is a widespread phenomenon across the world, which involves bystanders who take on various roles. Motivation to defend victims is important to investigate because it helps us devise better, evidence-based, anti-bullying interventions. Objective: We aimed to determine whether students’ behavioral and emotional strengths and difficulties and student–teacher relationships were associated with different types of motivation to defend victims of bullying. The hypotheses were (1) emotional and behavioral difficulties will be associated with less autonomous and introjected motivation to defend and greater extrinsic motivation to defend and (2) close student–teacher relationships will be associated with greater autonomous motivation to defend, and less extrinsic motivation to defend. Method: Data were collected from 483 Swedish early adolescents who completed a survey in their classrooms. Results: Results showed that, among boys and girls, close student–teacher relationships were positively associated with autonomous motivation and negatively associated with extrinsic motivation to defend, while negative expectations concerning teachers were associated with all forms of motivation to defend. Emotional and behavioral difficulties were only associated with introjected motivation to defend among girls. Furthermore, extrinsic motivation to defend was associated with the interactions between individual differences in behavioral and emotional difficulties and negative expectations. Conclusions: Adolescents who are more occupied with wanting to have a better relationship with their teachers might be motivated to be involved in good social relationships with others. The results also indicate that closeness in student–teacher relationships is important for greater autonomous motivation to defend victims during bullying.</p>}},
author = {{Iotti, Nathalie Ophelia and Thornberg, Robert and Longobardi, Claudio and Jungert, Tomas}},
issn = {{1053-1890}},
keywords = {{Bullying; Bystander; Defending; Motivation to defend; Self-determination theory; Student–teacher relationships}},
language = {{eng}},
number = {{49}},
pages = {{59--75}},
publisher = {{Springer}},
series = {{Child and Youth Care Forum}},
title = {{Early Adolescents’ Emotional and Behavioral Difficulties, Student–Teacher Relationships, and Motivation to Defend in Bullying Incidents}},
url = {{http://dx.doi.org/10.1007/s10566-019-09519-3}},
doi = {{10.1007/s10566-019-09519-3}},
year = {{2020}},
}