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Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents: A Study of Childhood Personality and Participant Roles in Bullying Inciden...
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Zeitschriftentitel: | School Psychology International |
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Personen und Körperschaften: | , , , |
In: | School Psychology International, 24, 2003, 2, S. 131-146 |
Medientyp: | E-Article |
Sprache: | Englisch |
veröffentlicht: |
SAGE Publications
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Schlagwörter: |
author_facet |
Tani, Franca Greenman, Paul S. Schneider, Barry H. Fregoso, Manuela Tani, Franca Greenman, Paul S. Schneider, Barry H. Fregoso, Manuela |
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author |
Tani, Franca Greenman, Paul S. Schneider, Barry H. Fregoso, Manuela |
spellingShingle |
Tani, Franca Greenman, Paul S. Schneider, Barry H. Fregoso, Manuela School Psychology International Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents Psychiatry and Mental health Developmental and Educational Psychology Education |
author_sort |
tani, franca |
spelling |
Tani, Franca Greenman, Paul S. Schneider, Barry H. Fregoso, Manuela 0143-0343 1461-7374 SAGE Publications Psychiatry and Mental health Developmental and Educational Psychology Education http://dx.doi.org/10.1177/0143034303024002001 <jats:p>Research on the social context of bullying includes children who help the victim, assist the bully or remain outsiders. 96 children from two public schools in Central Italy were classified according to an Italian version of the Participant Role Scale (Sutton and Smith, 1999) as Defenders of the Victim, Outsiders, Victims or Pro-bullies. Teacher reports indicated Friendliness and Emotional Instability as the strongest distinguishing personality factors among the participant roles, followed by Conscientiousness and Energy. Higher levels of Emotional Instability and lower levels of Friendliness typified both Pro-bullies and Victims, relative to their peers. Victims were also low in Conscientiousness. Defenders exhibited high levels of Friendliness, whereas Introversion and Independence characterized Outsiders. These results suggest that personality traits might contribute to children's typical behaviour in bullying situations.</jats:p> A Study of Childhood Personality and Participant Roles in Bullying Incidents Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents School Psychology International |
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title_sub |
A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title |
Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_unstemmed |
Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_full |
Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_fullStr |
Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_full_unstemmed |
Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_short |
Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_sort |
bullying and the big five : a study of childhood personality and participant roles in bullying incidents |
topic |
Psychiatry and Mental health Developmental and Educational Psychology Education |
url |
http://dx.doi.org/10.1177/0143034303024002001 |
publishDate |
2003 |
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131-146 |
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<jats:p>Research on the social context of bullying includes children who help the victim, assist the bully or remain outsiders. 96 children from two public schools in Central Italy were classified according to an Italian version of the Participant Role Scale (Sutton and Smith, 1999) as Defenders of the Victim, Outsiders, Victims or Pro-bullies. Teacher reports indicated Friendliness and Emotional Instability as the strongest distinguishing personality factors among the participant roles, followed by Conscientiousness and Energy. Higher levels of Emotional Instability and lower levels of Friendliness typified both Pro-bullies and Victims, relative to their peers. Victims were also low in Conscientiousness. Defenders exhibited high levels of Friendliness, whereas Introversion and Independence characterized Outsiders. These results suggest that personality traits might contribute to children's typical behaviour in bullying situations.</jats:p> |
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author | Tani, Franca, Greenman, Paul S., Schneider, Barry H., Fregoso, Manuela |
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description | <jats:p>Research on the social context of bullying includes children who help the victim, assist the bully or remain outsiders. 96 children from two public schools in Central Italy were classified according to an Italian version of the Participant Role Scale (Sutton and Smith, 1999) as Defenders of the Victim, Outsiders, Victims or Pro-bullies. Teacher reports indicated Friendliness and Emotional Instability as the strongest distinguishing personality factors among the participant roles, followed by Conscientiousness and Energy. Higher levels of Emotional Instability and lower levels of Friendliness typified both Pro-bullies and Victims, relative to their peers. Victims were also low in Conscientiousness. Defenders exhibited high levels of Friendliness, whereas Introversion and Independence characterized Outsiders. These results suggest that personality traits might contribute to children's typical behaviour in bullying situations.</jats:p> |
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spelling | Tani, Franca Greenman, Paul S. Schneider, Barry H. Fregoso, Manuela 0143-0343 1461-7374 SAGE Publications Psychiatry and Mental health Developmental and Educational Psychology Education http://dx.doi.org/10.1177/0143034303024002001 <jats:p>Research on the social context of bullying includes children who help the victim, assist the bully or remain outsiders. 96 children from two public schools in Central Italy were classified according to an Italian version of the Participant Role Scale (Sutton and Smith, 1999) as Defenders of the Victim, Outsiders, Victims or Pro-bullies. Teacher reports indicated Friendliness and Emotional Instability as the strongest distinguishing personality factors among the participant roles, followed by Conscientiousness and Energy. Higher levels of Emotional Instability and lower levels of Friendliness typified both Pro-bullies and Victims, relative to their peers. Victims were also low in Conscientiousness. Defenders exhibited high levels of Friendliness, whereas Introversion and Independence characterized Outsiders. These results suggest that personality traits might contribute to children's typical behaviour in bullying situations.</jats:p> A Study of Childhood Personality and Participant Roles in Bullying Incidents Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents School Psychology International |
spellingShingle | Tani, Franca, Greenman, Paul S., Schneider, Barry H., Fregoso, Manuela, School Psychology International, Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents, Psychiatry and Mental health, Developmental and Educational Psychology, Education |
title | Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_full | Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_fullStr | Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_full_unstemmed | Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_short | Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_sort | bullying and the big five : a study of childhood personality and participant roles in bullying incidents |
title_sub | A Study of Childhood Personality and Participant Roles in Bullying Incidents |
title_unstemmed | Bullying and the Big Five : A Study of Childhood Personality and Participant Roles in Bullying Incidents |
topic | Psychiatry and Mental health, Developmental and Educational Psychology, Education |
url | http://dx.doi.org/10.1177/0143034303024002001 |