Bystander action or inaction during bullying : an investigation into the role of gender, empathy, attitudes toward aggression, and social support
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This thesis is constructed to delineate mechanisms that influence bystander behavior in the presence of bullying phenomena. Purpose for this study is derived from the shallow empirical history of differentiation between passive outsiders and intervening defenders, particularly when concerned with student populations within the United States. This study included child participants in grades four and five from the Midwestern region. These participants were administered a series of survey measures, in addition being read aloud a vignette depicting bullying. Role orientation, defender or outsider, were examined as an outcome to be related with the social-cognitive predictor variables of empathy, attitudes toward aggression, perceptions of social support, and immediate social support.