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dc.contributor.authorJones, Sianen
dc.contributor.authorBombieri, Luciaen
dc.contributor.authorLivingstone, Andrew G.en
dc.contributor.authorManstead, Antony S. R.en
dc.date.accessioned2019-02-19T12:52:27Z
dc.date.available2019-02-19T12:52:27Z
dc.date.issued2011-02-23
dc.identifier.citationJones, S., Bombieri, L., Livingstone, A. G. & Manstead, A. S. R. (2012) The influence of norms and social identities on children's responses to bullying. British Journal of Educational Psychology, 82 (2), pp. 241-256.en
dc.identifier.issn2044-8279en
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/9336
dc.identifier.urihttps://doi.org/10.1111/j.2044-8279.2011.02023.x
dc.descriptionItem previously deposited in Cardiff University, ORCA repository at: http://orca.cf.ac.uk/id/eprint/30955 and in University of Stirling, STORRE repository at: http://hdl.handle.net/1893/10085
dc.descriptionSian Jones - ORCID: 0000-0002-2399-1017 https://orcid.org/0000-0002-2399-1017
dc.descriptionItem not available in this repository
dc.description.abstractBackground - Research on bullying increasingly focuses on social processes, showing that group membership affects children's responses to bullying scenarios. Additionally, correlational research has shown links between norms of cooperation and prosocial behaviour, and between competition and more aggressive forms of behaviour. Aims - This paper focuses on how children's peer group membership affects their group‐based emotions in response to an intergroup bullying incident, and the action tendencies that these emotions predict, in the context of different background norms (for competitive or cooperative behaviour). Sample - Italian schoolchildren, 10–13 years old (N= 128, 65 males) took part in this study. Methods - Participants were randomly assigned to the group of a perpetrator, target, or third‐party group member described in a scenario. Next, they played a game designed to induce a cooperative, competitive, or neutral norm, and read the scenario. They then answered a questionnaire measuring their group‐based emotions. Results - Results underscored the role of norms and group processes in responses to bullying. In particular, children exposed to a cooperative norm expressed less pride and more regret and anger about the bullying than those in other conditions. Conclusions - This study indicates that the influence peer groups have on bullying may be tempered by the introduction of a cooperative normative context to the school setting.en
dc.description.sponsorshipThe first author gratefully acknowledges support from the Economic and Social Research Council (award number: PTA‐031‐2006‐00548). This study is part of a larger research project conducted by the second author.en
dc.format.extent241-256en
dc.language.isoenen
dc.publisherWileyen
dc.relation.ispartofBritish Journal of Educational Psychologyen
dc.rights© 2011 The British Psychological Society
dc.titleThe influence of norms and social identities on children's responses to bullyingen
dc.typeArticleen
dcterms.accessRightsnone
dc.description.volume82en
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2012-05-14
refterms.dateFCA2011-02-23
refterms.depositExceptionNAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorJones, Sianen
qmu.centreCentre for Applied Social Sciencesen
dc.description.statuspub
dc.description.number2en
refterms.versionNAen
refterms.dateDeposit2019-02-19


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