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

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Turiel, E. (1998). Moral development. In W. Damon & N. Eisenberg (Eds.), Handbook of Child Psychology: Vol. 3. Social, Emotional, and Personality Development 5th ed. (pp. 863-932). New York: Wiley. Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35, 3-25. Yadava, A., Sharma, N. R., & Gandhi, A. (2001). Aggression and moral disengagement. Journal of Personality and Clinical Studies, 172, 95-99. 36
Table I. Distribution of Participant Roles (%) within the whole sample Participant Roles Bullies Assistants Reinforcers Defenders Outsiders Victims No role Total Males 15.9 16.3 11.9 11.5 12.2 17.6 14.6 100 Females 5.9 6.3 7.7 26.2 25.5 17.8 10.6 100 37
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 and 20: in which the reference to mental st
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: Sharp, S., & Smith, P. K. (1994). T
Page 39 and 40: Table III. Participant Roles and me
Page 41: Figure 1. Participant Roles and Mor

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