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Abstract
While both outsiders and defenders have antibullying attitudes, only defenders have the reputation to defend victims. However, outsiders—despite their reputation of avoiding involvement in bullying—do receive some defender nominations and thus defend victims at least occasionally. This study investigated the relationship between these behavioral reputations and social-cognitive antecedents of students’ provictim intervention decision: Is provictim intervention related to a cost-reward analysis or to an analysis based on the presence and reactions of others? A sample of 489 Dutch early adolescents (age = 11.5 years) was presented a scenario in which they were to imagine being witness to victimization. Through a counterfactual thinking item procedure, the relationships between students’ reputations and social cognitions about antecedents of provictim intervention were investigated. Distress awareness and anticipated guilt and shame for not helping victims positively predicted defender behavior. Practical implications with regard to promoting defender behavior in outsiders are discussed.
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Author Biographies
Jeroen Pronk is a PhD student at the Department of Educational Neuroscience and the LEARN! Research Institute at VU University Amsterdam, the Netherlands. His research interests include the biopsychosocial correlates of prosocial behavior in the group process of bullying and changing the group process of bullying by changing the outsiders’ involvement.
Tjeert Olthof is an assistant professor at the Department of Developmental Psychology at VU University Amsterdam, the Netherlands. His research interests include peer relations and involvement in bullying, the development of self-conscious emotions, and the relation between children’s moral awareness and their morally relevant interpersonal behavior.
Frits A. Goossens is an associate professor at the Department of Educational Neuroscience and the LEARN! Research Institute at VU University Amsterdam, the Netherlands. His research interests include the group process of bullying, longitudinal involvement in bullying, bullying and power abuse, and programs against bullying.
