Why witnesses of bullying tell: Individual and interpersonal factors

Hyun Gyung Joo, Isak Kim, So Rin Kim, Jo Lynn V. Carney, Seria Shia J. Chatters

Research output: Contribution to journalArticle

Abstract

The reactions of those who witness bullying are important because they can stop the bullying and prevent further harm. Factors associated with telling behavior were investigated with 477 elementary school students who witnessed bullying. Approximately seventy percent of the students talked to someone about bullying incidents, most often, teachers. Chi-square and logistic regression analyses demonstrated that gender, frequency of witnessing, cognitive empathy, and social skills were found to be associated with telling behavior of witnesses, whereas affective empathy and school connectedness were not significantly related. Findings from this research are important for future practice and studies on bystander intervention.

Original languageEnglish (US)
Article number105198
JournalChildren and Youth Services Review
Volume116
DOIs
StatePublished - Sep 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Fingerprint Dive into the research topics of 'Why witnesses of bullying tell: Individual and interpersonal factors'. Together they form a unique fingerprint.

  • Cite this