Abstract
The important role of morality in the transgressive behavior which occurs within peer groups, such as bullying, has often been observed. However, little attention has been paid to this kind of violence in the initial stages of primary education. This study aims to analyze the attribution of moral emotions (self and other) to victims in different bullying types (verbal, physical, relational, and exclusion) and roles (aggressor and victim). An ad hoc questionnaire with supporting stick-figure cartoons was used. In total, 1150 schoolchildren between the ages of 6 and 11 years took part in the study (50.3% girls). The results showed that over 80% of schoolchildren had been involved in any type of aggressive behavior, and that there were significant differences by gender, year, and involvement in self- and other-attributed moral emotions. Aggressors showed less shame in general. In self-attribution situations, there was a greater indifference in aggressors. Victims had less shame and greater indifference in self-attributions for verbal and physical aggression. Girls recognized higher percentages of guilt in victims. The main moral emotion in the first stage was shame. This tendency changed to guilt as the children got older in both situations. Results support the need for the study of moral emotions development of victims and aggressors. How the experience of being involved in bullying biases the moral interpretation toward from the feelings of the victim is discussed.
Highlights
From an early age, human beings are capable of attributing emotional and intentional states to others, both by reading facial expressions and by understanding the nature of the situation (Newman and Newman, 2010; Pozzoli et al, 2017)
The data showed that out of the 1150 schoolchildren interviewed, 83.8% said that they had been involved occasionally in the behavior shown in the stick-figure cartoons, and most of them identified themselves either as victims or aggressors of verbal bullying (46.2% aggressors and 74.4% victims), followed by other forms of relational aggression (36% aggressors and 66.7% victims) (Table 1). 6.6% (n = 76) stated they had been involved in all the types of bullying as aggressors and 24.2% (n = 278) as victims
This research has used the novel methodology of an interview and a questionnaire supported by stick-figure cartoons representing the four most frequent types of bullying
Summary
Human beings are capable of attributing emotional and intentional states to others, both by reading facial expressions and by understanding the nature of the situation (Newman and Newman, 2010; Pozzoli et al, 2017). It has been noted that from the age of 4 years, children are able to recognize facial expressions of primary emotions (sadness, anger, joy, fear, surprise, or disgust), and can understand the events which precede and cause them (Lagattuta et al, 1997), and that these skills are basic steps in the development of psycho-social adjustment (Trentacosta and Fine, 2010). Emotions such as guilt, shame, or pride, linked to a subjective interpretation made by the individual in complex social situations, are acquired at a later stage (Bosacki and Moore, 2004). Moral emotions play a regulatory role in social interaction, promoting or inhibiting maladaptive behavior and attitudes, as is the case of bullying in schools (Barón et al, 2018)
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