Early adolescents’ motivations to defend victims in school bullying and their perceptions of student–teacher relationships : A self-determination theory approach
(2016) In Journal of Adolescence 53. p.75-90- Abstract
The aim of this study was to investigate whether various dimensions of student–teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student–teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student–teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims.... (More)
The aim of this study was to investigate whether various dimensions of student–teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student–teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student–teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims. Different forms of motivation to defend were found to be mediators between student–teacher relationship qualities and bystander behaviors in school bullying. Our findings suggest that teachers should build warm and caring student–teacher relationships to enhance students’ autonomous motivation to defend victims of bullying as well as their inclination to defend the victims in practice.
(Less)
- author
- Jungert, Tomas LU ; Piroddi, Barbara and Thornberg, Robert
- organization
- publishing date
- 2016-12-01
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Bullying, Bystander, Defender, Motivation to defend, Student–teacher relationships
- in
- Journal of Adolescence
- volume
- 53
- pages
- 16 pages
- publisher
- Elsevier
- external identifiers
-
- scopus:84987849638
- pmid:27654402
- wos:000389092600009
- ISSN
- 0140-1971
- DOI
- 10.1016/j.adolescence.2016.09.001
- language
- English
- LU publication?
- yes
- id
- b5028551-1c49-4bbd-8d5a-28796db58dd0
- date added to LUP
- 2016-10-11 10:46:11
- date last changed
- 2024-06-28 16:39:48
@article{b5028551-1c49-4bbd-8d5a-28796db58dd0,
abstract = {{<p>The aim of this study was to investigate whether various dimensions of student–teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student–teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student–teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims. Different forms of motivation to defend were found to be mediators between student–teacher relationship qualities and bystander behaviors in school bullying. Our findings suggest that teachers should build warm and caring student–teacher relationships to enhance students’ autonomous motivation to defend victims of bullying as well as their inclination to defend the victims in practice.</p>}},
author = {{Jungert, Tomas and Piroddi, Barbara and Thornberg, Robert}},
issn = {{0140-1971}},
keywords = {{Bullying; Bystander; Defender; Motivation to defend; Student–teacher relationships}},
language = {{eng}},
month = {{12}},
pages = {{75--90}},
publisher = {{Elsevier}},
series = {{Journal of Adolescence}},
title = {{Early adolescents’ motivations to defend victims in school bullying and their perceptions of student–teacher relationships : A self-determination theory approach}},
url = {{http://dx.doi.org/10.1016/j.adolescence.2016.09.001}},
doi = {{10.1016/j.adolescence.2016.09.001}},
volume = {{53}},
year = {{2016}},
}