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

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scales are correlated with each other, to examine the relation of each role with the cognitive, emotion and moral information processing skills, in the correlation analysis the remaining PRQ scales and age were partialled out. Moreover, considering the high number of comparisons, in order to avoid the increase of type 1 error, Bonferroni’s correction was used (adjusted level of α: 0.05/24=.002). Correlation coefficients are shown in Table IV. In line with Hypothesis 1 Bully role is positively correlated with the total social cognition score and with the cognitive score (the ability to understand thoughts, intentions, beliefs, etc.) and the emotion score. Moreover, in accordance with Hypothesis 2, the Defender score is positively correlated with all social cognition scores. Participant Roles and moral disengagement --- Insert Table IV about here --- As concerns the third aim, a two-way ANOVA on the mean score in the Moral Disengagement Scale was performed with Role and Gender as between factors. A statistically significant main effect of Role emerged [F(5, 192) = 9.269, p
level of moral disengagement than both Outsiders (M=30.35, s.d.=7.63) and Victims (M=32.41, s.d.=8.12). These findings support Hypothesis 3. Role scores and moral disengagement --- Insert Figure 1 about here --- A partial correlation analysis, controlled for age of participants, between the score in the moral disengagement scale and the role scores was performed. Results showed a positive correlation between moral disengagement and the role scores in Bully (r(204)=.26, p
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 and 18: especially for younger children. Th
Page 19: in which the reference to mental st
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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