Marlene Bjärehed

Bio: Marlene Bjärehed is an academic researcher from Linköping University. The author has contributed to research in topics: Moral disengagement & Developmental psychology. The author has an hindex of 2, co-authored 5 publications receiving 48 citations.

Mechanisms of Moral Disengagement and Their Associations With Indirect Bullying, Direct Bullying, and Pro-Aggressive Bystander Behavior:

Abstract: This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating rol ...

Individual Moral Disengagement and Bullying Among Swedish Fifth Graders: The Role of Collective Moral Disengagement and Pro-Bullying Behavior Within Classrooms.

Abstract: School bullying is a complex social and relational phenomenon with severe consequences for those involved. Most children view bullying as wrong and recognize its harmful consequences; nevertheless, it continues to be a persistent problem within schools. Previous research has shown that children's engagement in bullying perpetration can be influenced by multiple factors (e.g., different forms of cognitive distortions) and at different ecological levels (e.g., child, peer-group, school, and society). However, the complexity of school bullying warrants further investigation of the interplay between factors, at different levels. Grounded in social cognitive theory, which focuses on both cognitive factors and social processes, this study examined whether children's bullying perpetration was associated with moral disengagement at the child level and with collective moral disengagement and prevalence of pro-bullying behavior at the classroom level. Cross-level interactions were also tested to examine the effects of classroom-level variables on the association between children's tendency to morally disengage and bullying perpetration. The study's analyses were based on cross-sectional self-report questionnaire data from 1,577 Swedish fifth-grade children from 105 classrooms (53.5% girls; Mage = 11.3, SD = 0.3). Multilevel modeling techniques were used to analyze the data. The results showed that bullying perpetration was positively associated with moral disengagement at the child level and with collective moral disengagement and pro-bullying behavior at the classroom level. Furthermore, the effect of individual moral disengagement on bullying was stronger for children in classrooms with higher levels of pro-bullying behaviors. These findings further support the argument that both moral processes and behaviors within classrooms, such as collective moral disengagement and pro-bullying behavior, need to be addressed in schools' preventive work against bullying.

Competitive Racing in Virtual Cycling—Is It Possible, Realistic, and Fair?

Abstract: Competitive racing through virtual cycling has established itself as an entirely new discipline within cycling. This study explores what equipment racers use and examines important power metrics for racing. Data were collected from three different races from the current ranking of the most highly regulated and professionally organized race series on the virtual cycling platform Zwift. Power output data from 116 race participants, over five power durations (5 s–20 min), and two separate power measuring sources were collected and analyzed using the Bland–Altman method. The findings indicate that the physiological efforts of these races are comparable to those found in traditional competitive cycling. Furthermore, findings also support that the equipment typically used produces similar power outputs with good agreement between different power meters for most measurement points. Finally, the implications of these results for the status of virtual racing are discussed.

Moral Disengagement of Pure Bullies and Bully/Victims: Shared and Distinct Mechanisms.

Abstract: The vast majority of adolescents recognize that bullying is morally wrong, yet bullying remains a problem in secondary schools, indicating young people may disengage from their moral values to engage in bullying. But it is unclear whether the same mechanisms enabling moral disengagement are active for bully/victims (who both bully and are bullied) as for pure bullies (who are not targets of bullying). This study tested the hypotheses that mechanisms of moral disengagement, including blaming the victim and minimizing the impact of bullying, may operate differently in bully/victims compared to pure bullies. From a sample of 1895 students from grades 7–9 (50.6% female; 83.4% from English speaking homes), 1870 provided self-reports on bullying involvement and mechanisms of moral disengagement associated with bullying. Two cut-offs were compared for bullying involvement (as perpetrator and as target of bullying) during the previous school term: a conservative cut-off (every few weeks or more often) and a liberal cut-off (once-or-twice). Using the conservative cut-off, both pure bullies and bully/victims enlisted moral disengagement mechanisms to justify bullying more than did uninvolved students and pure victims, with no significant difference in scores on any of the moral disengagement scales between pure bullies and bully/victims. For the liberal cut-off, bully/victims reported lower overall moral disengagement scores than did pure bullies, and specifically less distortion of consequences, diffusion of responsibility, and euphemistic labeling. This study advances bullying research by extending the role of moral disengagement in bullying episodes beyond pure bullies to victims, both pure victims and bully/victims. Examination of specific moral disengagement mechanisms and the extent of involvement in bullying enabled a more nuanced differentiation between the bullying groups. These results will inform future interventions aimed at reducing the use of moral disengagement mechanisms that sustain bullying and victimization. Targeted interventions are needed to challenge specific moral disengagement mechanisms from the perspectives of pure bullies and bully/victims.

Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students.

Abstract: Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.