Abstract
This study investigated the associations of psychological and social variables with the likelihood of exhibiting three different behaviors as a bystander in a bullying situation. The sample comprised 238 Korean-American and Korean students, from the 3rd to 12th grades, studying in the USA. Students receiving classmate support showed a lower probability of exhibiting outsider behaviors in a bullying situation as compared to non-involvers, whereas those receiving teacher support showed less likelihood of exhibiting assistant, outsider, and defender behaviors as compared to non-involvers. Furthermore, students showing higher responsibility exhibited a lower probability of being a defender group as compared to the non-involvers, while those showing higher empathy demonstrated a greater probability of being in the defender group over non-involvers. The current study discusses the implications for bullying preventive interventions in school settings.
| Original language | English |
|---|---|
| Pages (from-to) | 67-81 |
| Number of pages | 15 |
| Journal | School Psychology International |
| Volume | 34 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2013 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- Adolescents
- bullying
- bystanders
- ethnic minority Korean-American
- preventive intervention
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