Social cognition and moral cognition in bullying: What's ... - DPSS

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Stage 2. When the data from Stage 1 had been analyzed, children selected through the PRQ were tested individually in an area of the school that afforded privacy. During this session, the stories were presented in a randomized order and the children’s answers were audio-recorded to facilitate the successive transcription and coding procedure. In order to avoid any possible influence upon their responses, the experimenter who interviewed children did not know their Participant role. Results Results are presented using the categorical measure of “Participant Roles” to compare group means in social cognition and moral disengagement with independent 6 (Roles) x 2 (Gender) ANOVAs. The continuous measure ”Role Scores” is used to test for correlations between the extent of different types of behavior in the whole sample and the social cognition and moral disengagement measures Preliminary analysis A preliminary one-way ANOVA was performed to investigate the possible effect of Participant Roles on the answers to the control questions. No statistically significant differences emerged among the different roles [F(5, 192) = 0.962, p = n.s.], thus confirming that the level of comprehension of the stories presented was similar for all Participant Roles. Moreover, in order to control for inter-rater reliability, two independent judges coded the 30% of all children’s answers. Their level of agreement reached 96%. Cohen’s kappa was also calculated, resulting in K=.91. Disagreements were due to those answers 18
in which the reference to mental states was not completely clear. All discrepancies were resolved by consultation between the coders. Participant Roles and social cognition As the three categories into which our stories were divided (cognitive, emotion and moral stories) are different from each other, three separate ANOVAs were conducted on the mean performance in the three sets of stories, with Role and Gender as between factors. From the analysis, a statistically significant main effect of Role emerged only for the cognitive stories [F(5, 192) = 2.376, p = .04, ηp 2 = .058]. Post hoc analyses revealed that Victims’ performance (M=2.88, s.d.=1.61) was significantly lower than Defenders (M=4.03, s.d.=1.38), whereas other groups did not significantly differ from each other (Bonferroni comparisons). The main effect of Gender and the Role x Gender interaction were not statistically significant. These data do not support the prediction of Hypothesis 1 that bullies should perform better than other people in the theory of mind tasks, but they also fail to show social deficits among bullies. In contrast to Hypothesis 2, bullies did not do worse than the other groups in the moral stories. Role scores and social cognition --- Insert Table III about here --- A partial correlation analysis between social cognition and the actual extent of different types of behavior (the role scores) was performed. Considering the fact that the 19
Page 1 and 2: Social cognition and moral cognitio
Page 3 and 4: Social cognition and moral cognitio
Page 5 and 6: mind task). The relevance of these
Page 7 and 8: eal conduct, which may not necessar
Page 9 and 10: Quite recently, the “traditional
Page 11 and 12: emotion as an expression of what is
Page 13 and 14: divided into six scales, which refe
Page 15 and 16: emotions (happiness, sadness, anger
Page 17: especially for younger children. Th
Page 21 and 22: level of moral disengagement than b
Page 23 and 24: not suggest a direct application of
Page 25 and 26: that is their thoughts, beliefs and
Page 27 and 28: emotional abilities, having psychos
Page 29 and 30: Boulton, M., & Smith, P. K. (1994).
Page 31 and 32: Gini, G., Albiero, P., & Benelli, B
Page 33 and 34: Kaukiainen, A., Björkqvist, K., Ö
Page 35 and 36: Sharp, S., & Smith, P. K. (1994). T
Page 37 and 38: Table I. Distribution of Participan
Page 39 and 40: Table III. Participant Roles and me
Page 41: Figure 1. Participant Roles and Mor

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