The role of moral disengagement on bullying and victimization at school.

2019 Fiscal Year Final Research Report

• Project/Area Number: 16K17323
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Educational psychology
• Research Institution: Konan University
• Principal Investigator: Onishi Ayako 甲南大学, 文学部, 准教授 (40572285)
• Project Period (FY): 2016-04-01 – 2020-03-31
• Keywords: いじめ / 認知の歪み / 中学生

Outline of Final Research Achievements

The present study examined the relationship between cognitive distortions and experiences of bullying. A longitudinal study was conducted during the period from first-year to third-year of junior high school students.
The results showed that students who bullied peers has higher cognitive distortions than students who were not involved with bullying. The self-centeredness of cognitive distortions was found to increase bullying behavior directly in the short term and increase bullying behavior indirectly in the long term.

Free Research Field

教育心理学

Academic Significance and Societal Importance of the Research Achievements

認知の歪みは，いじめ加害者の罪悪感や恥などの感情を抑制し，いじめ行動を促進することが予測される。しかし，国内で認知のゆがみといじめとの関連を検討した研究は数少ない。本研究は，認知の歪みの自己中心性が男女ともに短期的には直接的に，長期的には間接的にいじめの加害経験を増加させることを明らかにし，認知の歪みの観点からいじめ防止に有用な知見を提供したことに意義がある。