The overall objective of this study was to investigate the longitudinal association between diffusion of responsibility and pro-aggressive bystander behavior across three time points in upper elementary education. This three-wave longitudinal study included 1905 Swedish students who completed a questionnaire in at least one of the three waves: the…

Researchers have utilized the Bystander Intervention Model to conceptualize bullying bystander behavior. The five-step model includes Notice the Event, Interpret the Event as an Emergency, Accept Responsibility, Know How to Act, and Decision to Intervene. The purpose of this study was to examine outcomes of an evidence-based bystander training…

The purpose of this study is to ascertain how the four domains of self-debasing cognitive distortions, namely personalisation, catastrophising, overgeneralisation and selective abstraction could predict or inform bullying bystanders' emotional disturbance in reactions to witnessing bullying. A descriptive case study research design was adopted.…

This study examines the effect of using a personal response system (PRS) on students' academic performance and attitude towards science and technology. The study is conducted during the spring semester of the 2018-2019 academic year in a secondary school in northwestern Turkey. The study is designed as a pre-test and post-test control group…

This study examined whether students' bystander behaviours in peer victimisation were associated with individual (IMD) and classroom collective moral disengagement (CMD). Self-report survey data were analysed from 1577 Swedish students in fifth grade. Multilevel analyses revealed that, when witnessing peer victimisation, students more often sided…

The current study used latent profile analysis to find subgroups of youth based on bullying participant roles and then compared subgroups on the five bystander intervention steps (Notice, Interpret as an emergency, Accept Responsibility, Know how to Intervene, and Act). The sample included 641 fourth-eighth grade students (44.6% boys) who…

This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject),…

This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized…

This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the communicative effect of their text, and (b) whether teaching students to adopt specific revision strategies provides benefits over revision instruction that focusses on increasing…

Social dominance goals have been conceptualized as orientations toward powerful and prominent positions in the peer group. Although previous studies have identified social dominance goals as one of the main motivations behind bullying, few studies have disentangled the time-invariant (average level) from the time-varying (year-to-year) effects of…

The present study firstly assesses how students can develop and improve the skills of listening and reading through personalized feedback. Secondly, it evaluates the motivational effects of the use of Audience Response Systems (ARS) in English lessons in comparison with the lessons where these electronic devices are not used. In three sessions, 68…

Three studies were conducted to examine what factors were associated with expected bystander intervention across two different contexts (i.e., online and offline), two different age groups (i.e., adolescence and young adulthood) and three different forms of victimization (i.e., general cyberbullying, gender-based cyberbullying, and gender-based…

This study aimed to extend the literature by examining how bystander intervention (i.e. when a witness to a bullying episodes does something to address the situation) varies with respect to the type of bystander intervention (i.e. direct intervention, emotional intervention, involving an adult, ignore) across victim status (friend, unknown),…

Student engagement is a critical feature to the teaching and learning dynamic that takes place in the classroom. Technology is often used as a means for increasing student engagement, and Student Response Technology (SRT), where students use handheld clickers to respond during classroom instruction, is one form of technology used to do this. The…

Students used inquiry to invest folklore in their community. As part of the C3 inquiry arc students defined questions, connected folklore to a discipline, gathered data from their community and communicated information. Students' agency drove each of the projects as the students determined how much they would investigate each topic. Students…