Equipping Youth to Think and Act Responsibly: The Effectiveness of the “EQUIP for Educators” Program on Youths’ Self-Serving Cognitive Distortions and School Bullying Perpetration
Abstract
:1. Introduction
1.1. Towards a Cognitive-Behavioral Program for Preventing and Counteracting School-Bullying: The “EQUIP for Educators”
1.2. Empirical Evidence Supporting the Effectiveness of the “EQUIP” Program
1.3. “Why” and “for Whom” School-Based Anti-Bullying Interventions Could Work Better?
1.4. The Current Study
2. Materials and Methods
2.1. Participants
2.2. Study Design and Procedure
2.3. Adaptation of the EfE Intervention
2.4. Data Collection
2.5. Measures
2.5.1. Bullying Perpetration
2.5.2. Self-Serving Cognitive Distortions (CDs)
2.5.3. Environmental Sensitivity
2.6. Analytic Strategy
2.6.1. Preliminary Analyses
2.6.2. The Effectiveness of the EfE Program: The Moderated Mediational Model
3. Results
3.1. Preliminary Analyses: Attrition Rates and Missing Data Analysis
3.2. Baseline Equivalence: Comparison between Control and Experimental Group before EfE Intervention
3.3. Correlations between Study’s Variables
3.4. Moderated-Mediational Process Model: Testing the Direct, Indirect, and Conditional Effects of EfE Program
4. Discussion
Limitations and Future Directions
5. Conclusions and Policy Implications
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Low HSC ≤30% HSC | Medium HSC 30% < HSC ≥ 70% | High HSC >70% HSC | ||||
---|---|---|---|---|---|---|
Males | Females | Males | Females | Males | Females | |
Total sample n = 324 | 64 37.9% | 32 20.6% | 72 42.6% | 70 45.2% | 33 19.5% | 53 34.2% |
Control group n = 167 | 39 37.1% | 12 19.4% | 49 46.7% | 28 45.2% | 17 16.2% | 22 35.5% |
Experimental group n = 157 | 25 39.1% | 20 21.5% | 23 35.9% | 42 45.2% | 16 25% | 31 33.3% |
Measures | EfE Conditions | Gender | School Grade | Groups Differences | Gender Differences | School Grade Differences | ||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Control Group (n = 167) | Experimental Group (n = 157) | Males (n = 169) | Females (n = 155) | Middle (n = 141) | High (n = 183) | |||||||
Means (SDs) | F(1,316) | η2p | F(1,316) | η2p | F(1,316) | η2p | ||||||
Self-serving CDs | 2.08 (0.75) | 2.09 (0.76) | 2.17 (0.76) | 1.99 (0.74) | 2.09 (0.84) | 2.08 (0.68) | 0.29 | 0.00 | 3.85 * | 0.01 | 0.07 | 0.00 |
Bullying perpetration | 1.36 (0.51) | 1.26 (0.39) | 1.39 (0.53) | 1.24 (0.35) | 1.32 (0.45) | 1.21 (0.33) | 2.10 | 0.01 | 5.99 * | 0.02 | 3.62 | 0.01 |
Environmental sensitivity | 3.04 (0.86) | 3.12 (0.81) | 2.91 (0.87) | 3.26 (0.76) | 3.01 (0.95) | 3.13 (0.73) | 0.00 | 0.00 | 13.39 *** | 0.04 | 1.76 | 0.01 |
Measures | 1 | 2 | 3 | 4 | 5 |
---|---|---|---|---|---|
1. School grade (High) | 1 | −0.06 | −0.08 | −0.07 | −0.15 |
2. T1 Self-serving CDs | 0.06 | 1 | 0.62 *** | 0.47 *** | 0.40 *** |
3. T2 Self-serving CDs | 0.16 * | 0.61 *** | 1 | 0.33 *** | 0.46 *** |
4. T1 Bullying perpetration | −0.14 | 0.35 *** | 0.30 *** | 1 | 0.52 *** |
5. T2 Bullying perpetration | −0.09 | 0.34 *** | 0.42 *** | 0.35 *** | 1 |
M | - | 2.08 (2.09) | 1.92 (1.78) | 1.36 (1.26) | 1.32 (1.25) |
SDs | - | 0.75 (0.76) | 0.78 (0.73) | 0.51 (0.39) | 0.55 (0.42) |
Range | - | 1–6 | 1–5 |
Unique and Interactive Effects | |||||||
---|---|---|---|---|---|---|---|
Predictors | Self-Serving CDs (T2) | Bullying Perpetration (T2) | |||||
B | SE | 95% C.I. | B | SE | 95% C.I.s | ||
EfE conditions (Control vs. Experimental group) | 4.54 | 3.56 | [−2.44, 11.53] | −0.00 | 0.13 | [−0.26, 0.26] | |
Sensitivity groups (Low vs. Medium HSC) | 3.96 | 3.13 | [−2.18, 10.10] | −0.04 | 0.16 | [−0.34, 0.27] | |
Sensitivity groups (Low vs. High HSC) | 9.87 * | 3.88 | [2.26, 17.47] | −0.02 | 0.18 | [−0.38, 0.33] | |
Gender (Male vs. Female) | 1.50 | 1.87 | [−2.18, 5.17] | −0.12 | 0.14 | [−0.40, 0.16] | |
Experimental group × Medium HSC | −1.62 | 4.78 | [−10.99, 7.75] | - | - | - | |
Experimental group × High HSC | −16.90 ** | 5.57 | [−27.82, −5.98] | - | - | - | |
Experimental group × Gender | −4.28 | 2.53 | [−9.24, 0.68] | - | - | - | |
Medium HSC × Gender | −2.95 | 2.30 | [−7.46, 1.57] | - | - | - | |
High HSC × Gender | −6.13 * | 2.62 | [−11.26, −0.99] | - | - | - | |
Experimental group × Medium HSC × Gender | 2.10 | 3.22 | [−4.21, 8.41] | - | - | - | |
Experimental group × High HSC × Gender | 10.86 ** | 3.59 | [3.82, 17.90] | - | - | - | |
Self-serving CDs (T2) | - | - | - | 0.06 *** | 0.01 | [0.04, 0.08] | |
Conditional Indirect Effects of the EfE Program at Different Values of Gender and Sensitivity Groups (Moderators) | |||||||
Self-serving CDs (T2–Mediator) | Males with Low HSC | - | - | - | 0.02 | 0.09 | [−0.13, 0.17] |
Females with Low HSC | - | - | - | −0.25 | 0.14 | [−0.47, 0.03] | |
Males with Medium HSC | - | - | - | 0.05 | 0.09 | [−0.10, 0.19] | |
Females with Medium HSC | - | - | - | −0.09 | 0.09 | [−0.23, 0.05] | |
Males with High HSC | - | - | - | −0.48 * | 0.25 | [−0.88, −0.07] | |
Females with High HSC | - | - | - | −0.18 | 0.29 | [−0.66, 0.30] |
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Dragone, M.; Esposito, C.; De Angelis, G.; Bacchini, D. Equipping Youth to Think and Act Responsibly: The Effectiveness of the “EQUIP for Educators” Program on Youths’ Self-Serving Cognitive Distortions and School Bullying Perpetration. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 814-834. https://doi.org/10.3390/ejihpe12070060
Dragone M, Esposito C, De Angelis G, Bacchini D. Equipping Youth to Think and Act Responsibly: The Effectiveness of the “EQUIP for Educators” Program on Youths’ Self-Serving Cognitive Distortions and School Bullying Perpetration. European Journal of Investigation in Health, Psychology and Education. 2022; 12(7):814-834. https://doi.org/10.3390/ejihpe12070060
Chicago/Turabian StyleDragone, Mirella, Concetta Esposito, Grazia De Angelis, and Dario Bacchini. 2022. "Equipping Youth to Think and Act Responsibly: The Effectiveness of the “EQUIP for Educators” Program on Youths’ Self-Serving Cognitive Distortions and School Bullying Perpetration" European Journal of Investigation in Health, Psychology and Education 12, no. 7: 814-834. https://doi.org/10.3390/ejihpe12070060
APA StyleDragone, M., Esposito, C., De Angelis, G., & Bacchini, D. (2022). Equipping Youth to Think and Act Responsibly: The Effectiveness of the “EQUIP for Educators” Program on Youths’ Self-Serving Cognitive Distortions and School Bullying Perpetration. European Journal of Investigation in Health, Psychology and Education, 12(7), 814-834. https://doi.org/10.3390/ejihpe12070060