Abstract
Results
The qualitative analysis resulted in three main categories and nine subcategories regarding accounts of bullying causes. According
to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim
attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater
number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared
to boys.
to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim
attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater
number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared
to boys.
Conclusions
The findings provide insights into older teenagers’ understanding of why bullying occurs in school. The study also identified
some gender differences but also some mixed findings regarding gender differences in comparison with previous research with
younger participants. The authors concluded that more research has to be done to investigate age and gender differences.
some gender differences but also some mixed findings regarding gender differences in comparison with previous research with
younger participants. The authors concluded that more research has to be done to investigate age and gender differences.
- Content Type Journal Article
- Category Original Paper
- Pages 1-16
- DOI 10.1007/s10566-012-9171-0
- Authors
- Robert Thornberg, Department of Behavioural Sciences and Learning, Linköping University, 581 83 Linköping, Sweden
- Robert Rosenqvist, Department of Behavioural Sciences and Learning, Linköping University, 581 83 Linköping, Sweden
- Per Johansson, Department of Behavioural Sciences and Learning, Linköping University, 581 83 Linköping, Sweden
- Journal Child and Youth Care Forum
- Online ISSN 1573-3319
- Print ISSN 1053-1890