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Ungdomars motivation till att ingripa i mobbningssituationer

Nordström, Olivia LU and Meziu, Adelina LU (2018) PSPR14 20172
Department of Psychology
Abstract
The current study focuses on school bullying and investigates what motivates young adolescents to intervene in bullying situations. 279 students in 7th grade participated, of which 243 students were included (140 girls and 103 boys). A vignette was read and questions answered that measured empathy and motivation to intervene in a bullying situation. Correlations, one-way ANOVA and multiple regression analyses investigated the importance of different types of motivation and how the factors; cognitive empathy, emotional empathy, the bully´s and the victim's group affiliation and gender affect motivation to intervene. The result showed that empathy explained the variance for both autonomous and introjected motivation, where emotional empathy... (More)
The current study focuses on school bullying and investigates what motivates young adolescents to intervene in bullying situations. 279 students in 7th grade participated, of which 243 students were included (140 girls and 103 boys). A vignette was read and questions answered that measured empathy and motivation to intervene in a bullying situation. Correlations, one-way ANOVA and multiple regression analyses investigated the importance of different types of motivation and how the factors; cognitive empathy, emotional empathy, the bully´s and the victim's group affiliation and gender affect motivation to intervene. The result showed that empathy explained the variance for both autonomous and introjected motivation, where emotional empathy had the greatest impact. Girls rated higher than boys on both empathy aspects. No significant correlations between group affiliation and motivation existed, in contrast to previous studies that demonstrated that the victim's and bully´s affiliation to the ingroup or the outgroup is important for intervention. Based on the current study and previous theoretical approach, it is important that interventions against bullying focus on strengthening mainly emotional empathy, but also cognitive empathy and autonomous motivation to encourage young people to interfere more in bullying situations. (Less)
Abstract (Swedish)
Den aktuella studien fokuserar på skolmobbning och undersöker vad som motiverar ungdomar att ingripa i mobbningssituationer. 279 elever i årskurs 7 deltog, varav 243 elever inkluderades i enkätstudien (140 tjejer och 103 killar). En vinjett lästes och frågor besvarades som mätte empati samt motivation till att ingripa i en mobbningssituation. Via korrelationer, envägs-ANOVA och multipla regressionsanalyser undersöktes vikten av olika motivationstyper och hur faktorerna; kognitiv empati, emotionell empati, mobbarens och offrets grupptillhörighet samt kön påverkar motivationen att ingripa. Resultatet visade att empati förklarade variansen för både autonom och introjected motivation, där emotionell empati hade störst inverkan. Tjejer skattade... (More)
Den aktuella studien fokuserar på skolmobbning och undersöker vad som motiverar ungdomar att ingripa i mobbningssituationer. 279 elever i årskurs 7 deltog, varav 243 elever inkluderades i enkätstudien (140 tjejer och 103 killar). En vinjett lästes och frågor besvarades som mätte empati samt motivation till att ingripa i en mobbningssituation. Via korrelationer, envägs-ANOVA och multipla regressionsanalyser undersöktes vikten av olika motivationstyper och hur faktorerna; kognitiv empati, emotionell empati, mobbarens och offrets grupptillhörighet samt kön påverkar motivationen att ingripa. Resultatet visade att empati förklarade variansen för både autonom och introjected motivation, där emotionell empati hade störst inverkan. Tjejer skattade signifikant högre än killar på båda empatiaspekter. Inga signifikanta samband mellan grupptillhörighet och motivation fanns, ett förvånande resultat då tidigare studier uppvisat att offrets och mobbarens tillhörighet till ingrupp eller utgrupp är av betydelse för ett ingripande. Utifrån den aktuella studien och tidigare teoretisk förankring är det viktigt att interventioner mot mobbning fokuserar på att stärka huvudsakligen emotionell empati, men även kognitiv empati, samt autonom motivation, för att uppmuntra ungdomar i högre grad till att ingripa i mobbningssituationer. Framtida studier rekommenderas fortsätta att systematiskt undersöka vilka faktorer som är av betydelse för försvarsbeteenden och hur dessa faktorer samverkar med varandra. (Less)
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author
Nordström, Olivia LU and Meziu, Adelina LU
supervisor
organization
alternative title
Betydelsen av empati och grupptillhörighet
course
PSPR14 20172
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Mobbning, Årskurs 7, Self Determination Theory, Försvarsbeteende, Motivation, Emotionell Empati, Kognitiv Empati, Grupptillhörighet, Ingrupp, Utgrupp Bullying, 7th grade, Self-determination Theory, Defence Behaviour, Emotional Empathy, Cognitive Empathy, Group Affiliation, Ingroup, Outgroup
language
Swedish
id
8931482
date added to LUP
2018-01-11 12:22:37
date last changed
2018-01-11 12:22:37
@misc{8931482,
  abstract     = {{The current study focuses on school bullying and investigates what motivates young adolescents to intervene in bullying situations. 279 students in 7th grade participated, of which 243 students were included (140 girls and 103 boys). A vignette was read and questions answered that measured empathy and motivation to intervene in a bullying situation. Correlations, one-way ANOVA and multiple regression analyses investigated the importance of different types of motivation and how the factors; cognitive empathy, emotional empathy, the bully´s and the victim's group affiliation and gender affect motivation to intervene. The result showed that empathy explained the variance for both autonomous and introjected motivation, where emotional empathy had the greatest impact. Girls rated higher than boys on both empathy aspects. No significant correlations between group affiliation and motivation existed, in contrast to previous studies that demonstrated that the victim's and bully´s affiliation to the ingroup or the outgroup is important for intervention. Based on the current study and previous theoretical approach, it is important that interventions against bullying focus on strengthening mainly emotional empathy, but also cognitive empathy and autonomous motivation to encourage young people to interfere more in bullying situations.}},
  author       = {{Nordström, Olivia and Meziu, Adelina}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Ungdomars motivation till att ingripa i mobbningssituationer}},
  year         = {{2018}},
}