Bystander intervention style and motivational factors influencing behavior in bullying situations

Vered Gotdiner*, Thomas P. Gumpel

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Whether to intervene or not during a bullying situation influences how the interaction plays out. The researchers present a theoretical model of social dominance orientation, moral disengagement, and intervention self-efficacy vis-à-vis intervention behaviors. Data were collected from 284 Israeli Hebrew speaking adolescents. Participants were recruited using a snowball sampling technique. The results of structural equation modeling reveals that moral disengagement was a mediator between the association of social dominance orientation with the pro-bully bystander and outsider behaviors. Pro-bully bystander and victim-defender behaviors positively influenced the outsider behavior, and self-efficacy was related to the victim-defender behavior. Our results expand the understanding of the relationship between bystander intervention behaviors and motivational factors.

Original languageAmerican English
Pages (from-to)631-646
Number of pages16
JournalPsychology in the Schools
Volume61
Issue number2
DOIs
StatePublished - Feb 2024

Bibliographical note

Publisher Copyright:
© 2023 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC.

Keywords

  • bullying
  • bystander
  • moral disengagement
  • self-efficacy
  • social dominance

Fingerprint

Dive into the research topics of 'Bystander intervention style and motivational factors influencing behavior in bullying situations'. Together they form a unique fingerprint.

Cite this