A1 Refereed original research article in a scientific journal
Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher: Do Students' Empathy and Callous-Unemotional Traits Matter?
Authors: Johander Eerika, Trach Jessica, Turunen Tiina, Garandeau Claire F., Salmivalli Christina
Publisher: SPRINGER/PLENUM PUBLISHERS
Publication year: 2022
Journal: Journal of Youth and Adolescence
Journal name in source: JOURNAL OF YOUTH AND ADOLESCENCE
Journal acronym: J YOUTH ADOLESCENCE
Volume: 51
First page : 1568
Last page: 1580
Number of pages: 13
ISSN: 0047-2891
eISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-022-01613-5
Web address : https://link.springer.com/article/10.1007/s10964-022-01613-5
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/175150949
Knowing which intervention strategies work best and for which student is essential for teachers when they intervene in cases of bullying. The effects of teachers' (1) condemning, (2) empathy-raising, and (3) combined (including elements of both) messages on students' intention to stop bullying were tested in a between-subject experimental design. A total of 277 seventh grade students (M-age = 12.93, SD = 0.49; 47% female) were asked to imagine they had bullied a peer and were invited to a discussion with a teacher. They saw a video vignette with one of the above messages. Hierarchical regression analyses indicated that students' intention to stop bullying was highest among those who saw the combined message. Callous-unemotional traits were negatively, and affective and cognitive empathy positively associated with intention to stop bullying. Students' level of cognitive empathy moderated the relative effect of the condemning message on intention to stop bullying. At low levels of cognitive empathy, the condemning message was the least effective, whereas among those with high cognitive empathy, all messages were equally likely to lead to intention to stop bullying. Together, the findings suggest that for educators intervening in bullying among adolescents, an approach involving both condemning and empathy-raising messages is the 'best bet', most likely to lead to intention to stop bullying.
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