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Mellanstadieelevers rolltagande i mobbningssituationer

Laursen, Emil LU and Möller, Janicke LU (2017) PSPT02 20162
Department of Psychology
Abstract (Swedish)
Studien utgick från skolmobbning som grupprocess där förövare använder trakasserier för att höja och behålla sin status bland jämnåriga. I denna enkätstudie om rolltagande i mobbningssituationer deltog 319 mellanstadieelever (122 pojkar, 189 flickor, 9 ej specificerat; i åldern 10 till 13). Sambandet mellan elevens rolltagande och (1) relationen till läraren, (2) elevens pro-sociala motivation, (3) självskattade styrkor och svårigheter samt (4) demografiska faktorer undersöktes med regressionsanalyser. Resultaten visade att försvarande predicerades av pro-socialitet, närhet i relationen till läraren, identifierad pro-social motivation, inre pro-social motivation, hyperaktivitet samt lägre grad av yttre pro-social motivation. Passivitet... (More)
Studien utgick från skolmobbning som grupprocess där förövare använder trakasserier för att höja och behålla sin status bland jämnåriga. I denna enkätstudie om rolltagande i mobbningssituationer deltog 319 mellanstadieelever (122 pojkar, 189 flickor, 9 ej specificerat; i åldern 10 till 13). Sambandet mellan elevens rolltagande och (1) relationen till läraren, (2) elevens pro-sociala motivation, (3) självskattade styrkor och svårigheter samt (4) demografiska faktorer undersöktes med regressionsanalyser. Resultaten visade att försvarande predicerades av pro-socialitet, närhet i relationen till läraren, identifierad pro-social motivation, inre pro-social motivation, hyperaktivitet samt lägre grad av yttre pro-social motivation. Passivitet predicerades av yttre pro-social motivation och ålder samt lägre grad av pro-socialitet. Medhjälpande predicerades av könstillhörighet och lägre grad av pro-socialitet. Förövare predicerades av lägre grad av pro-socialitet och högre grad av konflikt i lärarrelation. För medhjälpare och förövare uppfylldes dock inte kraven för regressionsanalys, och resultaten bör tolkas med försiktighet. Fynden innebär en möjlighet för läraren att indirekt och delvis påverka vilken roll elever tar i mobbningssituationer. Både genom arbete med relationen och genom att främja autonom motivation. Detta skulle kunna användas som komponenter i arbetet mot mobbning. (Less)
Abstract
This study is based on school bullying as a group process in which perpetrators use intimidation to raise and maintain their status among peers. The participants in this survey about role-taking in bullying situations were 319 middle school students (122 boys, 189 girls, 9 not specified; aged 10 to 13). The relationship between the student’s role and the relationship with (1) their teacher, (2) the student's pro-social motivation, (3) self-reported strengths and difficulties as well as (4) demographic factors were examined with regression analyzes. Results showed that defending was predicted by pro-sociality, closeness in the relationship to the teacher, identified pro-social motivation, internal pro-social motivation, hyperactivity as... (More)
This study is based on school bullying as a group process in which perpetrators use intimidation to raise and maintain their status among peers. The participants in this survey about role-taking in bullying situations were 319 middle school students (122 boys, 189 girls, 9 not specified; aged 10 to 13). The relationship between the student’s role and the relationship with (1) their teacher, (2) the student's pro-social motivation, (3) self-reported strengths and difficulties as well as (4) demographic factors were examined with regression analyzes. Results showed that defending was predicted by pro-sociality, closeness in the relationship to the teacher, identified pro-social motivation, internal pro-social motivation, hyperactivity as well as lower degree of external pro-social motivation. Passivity was predicted by external pro-social motivation and age as well as lesser degree of pro-sociality. Assisting was predicted by gender and lesser degree of pro-sociality. Offending was predicted by lesser degree of pro-sociality and a higher degree of conflict in the relationship to the teacher. For assistants and offenders the requirements for regression analysis was not fulfilled, hence the results should be interpreted with caution. These findings imply opportunities for the teacher to affect the role students take in bullying through working with the relationship and facilitating autonomous motivation. (Less)
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author
Laursen, Emil LU and Möller, Janicke LU
supervisor
organization
course
PSPT02 20162
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Mobbning, Mellanstadiet, Participant Role Theory, Self Determination Theory, elev-lärarrelation, Bullying, Middle School, Student-Teacher Relationship
language
Swedish
id
8899167
date added to LUP
2017-01-16 11:03:43
date last changed
2017-01-16 13:13:11
@misc{8899167,
  abstract     = {This study is based on school bullying as a group process in which perpetrators use intimidation to raise and maintain their status among peers. The participants in this survey about role-taking in bullying situations were 319 middle school students (122 boys, 189 girls, 9 not specified; aged 10 to 13). The relationship between the student’s role and the relationship with (1) their teacher, (2) the student's pro-social motivation, (3) self-reported strengths and difficulties as well as (4) demographic factors were examined with regression analyzes. Results showed that defending was predicted by pro-sociality, closeness in the relationship to the teacher, identified pro-social motivation, internal pro-social motivation, hyperactivity as well as lower degree of external pro-social motivation. Passivity was predicted by external pro-social motivation and age as well as lesser degree of pro-sociality. Assisting was predicted by gender and lesser degree of pro-sociality. Offending was predicted by lesser degree of pro-sociality and a higher degree of conflict in the relationship to the teacher. For assistants and offenders the requirements for regression analysis was not fulfilled, hence the results should be interpreted with caution. These findings imply opportunities for the teacher to affect the role students take in bullying through working with the relationship and facilitating autonomous motivation.},
  author       = {Laursen, Emil and Möller, Janicke},
  keyword      = {Mobbning,Mellanstadiet,Participant Role Theory,Self Determination Theory,elev-lärarrelation,Bullying,Middle School,Student-Teacher Relationship},
  language     = {swe},
  note         = {Student Paper},
  title        = {Mellanstadieelevers rolltagande i mobbningssituationer},
  year         = {2017},
}