Early Adolescents' Participation in Bullying: Is ToM Involved?

• NCJ Number: 229435
• Journal: Journal of Early Adolescence Volume: 30 Issue: 1 Dated: February 2010 Pages: 138-170
• Author(s): Simona C.S. Caravita; Paola Di Blasio; Christina Salmivalli
• Date Published: February 2010
• Length: 33 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America
• Note: For additional articles in this special issue see NCJ-229429-34 and NCJ-229436.

Annotation

This study examined the role of theory of mind (ToM) skills in early adolescents' participation in bullying.

Abstract

The present study investigated the role of theory of mind (ToM) skills in three forms of involvement in bullying: ringleader bullying, defending the victim(s), and victimization. Individual (affective empathy) and interpersonal variables (social preference and perceived popularity) were assumed to moderate the associations between ToM and the ways of being involved in bullying. Moderation effects by gender were also explored. Participants were 211 primary school pupils (average age = 10 years and 2 months, SD = 6 months), who took part in a ToM interview and filled in self- and peer-report questionnaires on empathy, social status, and involvement in bullying. ToM skills were positively linked to defending, and among boys this association was further strengthened by social preference. Practical implications include the need to focus on both peer relationships (i.e., status) and emotional characteristics (i.e., empathy) when trying to motivate youth with good cognitive skills to actively defend their victimized classmates. (Publisher Abstract)