Pride and moral disengagement: associations among comparison-based pride, moral disengagement, and unethical decision-making.

Pride has rarely been explored in the context of moral disengagement and unethical decision-making. Although some research has examined the associations between "authentic" and "hubristic" pride and unethical behaviour, little attention has been paid to potential mechanisms. Across two correlational studies (N = 379), we explore the associations between two facets of pride rooted on comparisons - social comparison-based pride, and self-based pride, moral disengagement, and unethical decision-making. Results show that social comparison-based pride consistently (positively) relates to moral disengagement, and that moral disengagement accounts for the association between social comparison-based pride and unethical decision-making. In sum, our findings contribute in novel ways to the understanding of how pride based in different comparison frames may lead to antisocial decision-making.

Propiedades psicométricas de la Escala de Desconexión Moral Colectiva en el Aula en adolescentes peruanos / Psychometric properties of the Classroom Collective Moral Disengagement Scale among peruvian adolescents

Resumen Introducción: la desconexión moral colectiva (DMC) emplea mecanismos que distorsionan la percepción moral y justifican comportamientos cuestionables en un grupo, y permiten que estos se desvinculen éticamente de acciones perjudiciales. El presente estudio tiene como objetivo evaluar las propiedades psicométricas de la Escala de Desconexión Moral Colectiva en el Aula en adolescentes peruanos. Método: se analizaron 646 adolescentes peruanos de siete instituciones educativas secundarias (edad promedió 13.73 años). La escala se tradujo al español y se evaluó mediante el análisis factorial confirmatorio y teoría de respuesta al ítem. Resultados: se encontró que el instrumento sigue un modelo unidimensional con 17 ítems, presentando adecuados índices de ajuste y confiabilidad (a = .97; w = .97). La invarianza por sexo y edad se confirmó, demostrando equivalencia en ambos grupos. Los resultados de la Teoría Respuesta Ítem (TRI) respaldaron la fiabilidad y validez de la escala. Conclusiones: se ha demostrado que la escala posee niveles destacados de calidad psicométrica, lo que la hace idónea para su aplicación en la evaluación de estrategias que podrían representar un riesgo para el ambiente escolar de esta población.

Abstract Introduction: Collective Moral Disengagement (CMD) employs mechanisms that distort moral perception and justify questionable behaviors within a group, allowing members to ethically disengage from harmful actions. The aim of this study was to evaluate the psychometric properties of the Classroom Collective Moral Disengagement Scale (CCMDS) in Peruvian adolescents. Method: A sample of 646 Peruvian adolescents from seven secondary educational institutions (average age 13.73 years) was analyzed. The scale was translated into Spanish and assessed using Confirmatory Factor Analysis and Item Response Theory. Results: The instrument was found to follow a unidimensional model with 17 items, showing adequate fit indices and reliability (a = .97; w = .97). Invariance by sex and age was confirmed, demonstrating equivalence across both groups. The IRT results supported the scale's reliability and validity. Conclusions: The scale has been shown to have high levels of psychometric quality, making it suitable for evaluating strategies that may pose a risk to the school environment for this population.

Moral Disengagement in Adolescent Offenders: Its Relationship with Antisocial Behavior and Its Presence in Offenders of the Law and School Norms.

This study focuses on understanding the relationship between moral disengagement mechanisms in adolescents who engage in law-breaking activities and those who violate school norms. To do so, we administered the Mechanisms of Moral Disengagement Scale (MMDS), which evaluates moral justification, euphemistic labeling, advantageous comparison, deflection of responsibility, diffusion of responsibility, distortion of consequences, dehumanization, and attribution of blame, to 366 adolescents (60.1% males (n = 220) and 39.9% females (n = 146)). Our results confirmed the hypothesis that law-breaking adolescents presented a higher degree of moral disengagement than those adolescents who violate school norms. Additionally, we found that adolescents who violated school norms displayed significantly higher levels of dehumanization than the controls, and law-breaking adolescents obtained the highest score in this domain. Our findings allow us to suggest that the presence of the dehumanization mechanism in adolescents who violate school norms could be used as an early indicator of the emergence of antisocial behaviors, since this was the only component of moral disengagement that significantly differentiated this group from the controls in the study.

Gender-based differences in the impact of Dark Triad traits on academic dishonesty: The mediating role of moral disengagement in college students.

This study explores whether gender differences influence the components of the Dark Triad of personality and moral disengagement on the manifestations of dishonest academic behavior in Peruvian university students. Moreover, it evaluates how moral disengagement mediates the effect that the Dark Triad components have on academic dishonesty. The participants were 591 university students, aged between 18 and 40 years (women = 71.7 %; Mage = 21.5; SDage = 3.60), to whom the Dirty Dozen Dark Triad, the Propensity to Morally Disengage Scale, and the Scale of Academic Dishonesty, which has 3 dimensions (cheating on exams, plagiarism, and falsification) were applied. The results reveal that only Machiavellianism has a significant and consistent influence on all dimensions of academic dishonesty, in both men and women, while psychopathy influences the dimension of plagiarism in both men and women and falsification only in men. In addition, moral disengagement affects falsification in both groups, cheating on exams only in the men's group, and plagiarism in the women's group. Finally, the mediating role of moral disengagement between the effect of the Dark Triad and the manifestations of academic dishonesty was not demonstrated.

Psychometric Properties of the Moral Disengagement through Technologies Questionnaire (MDTech-Q) in a Sample of Chilean University Students.

In the virtual environment, hostile and aggressive comments that could negatively affect university students who often use different digital platforms are frequently observed, more than other age groups who have little or no supervision. In this sense, moral disengagement (MD) has been linked to different negative behaviors that manifest in physical interactions and which currently take place on the Internet, creating the need for instruments that specifically address MD online. The aim of this study is to adapt and validate the Moral Disengagement through Technologies Questionnaire (MDTech-Q) with Chilean university students. The sample comprised 527 university students (43.14% men, 56.86% women), with an average age of 22.09 years (SD (Standard Deviation) = 3.59) enrolled in 12 universities. First, a linguistic adaptation of the scale took place, and the surveys were applied considering ethical principles. Then, two confirmatory factor analyses (CFA) were performed, which considered four correlated factors, and provided satisfactory indices, agreeing with the original theoretical proposal, and demonstrating suitable reliability by internal consistency. In relation to the analyses of invariance according to sex and social media use, the MDTech-Q is stable up to scalar invariance. This study provides evidence of the psychometric quality of the MDTech-Q for its use on Chilean university students.

Defender self-efficacy and moral disengagement on social support and bystander behaviors among primary school students: a multilevel moderated mediation model.

This study examines the influence of social support on bystander behaviors, the mediating and moderating effects of moral disengagement and defender self-efficacy at the individual and class levels, and their cross-level interaction. A total of 1310 children in grades 4-6 completed our questionnaire survey at four-time points between October and December in 2021. The questionnaires include the Scale of Perceived Social Support (T1), Moral Disengagement Scale (T2), Defender Self-Efficacy Scale (T3), and Bullying Participant Behaviors Questionnaire (T4). The multilevel moderated mediating model results show that (1) social support negatively predicts reinforcer and outsider behavior and positively predicts defender behavior; (2) defender self-efficacy plays a mediating role between social support and defender behavior, moral disengagement plays a mediating role between social support and bystander behaviors, and defender self-efficacy and moral disengagement play a chain mediation role between social support and bystander behavior; (3a) class-level defender self-efficacy has a direct impact on defender behavior and moderates the relationship between individual defender self-efficacy and reinforcer behavior; and (3b) class-level moral disengagement has a direct impact on defender and outsider behavior and a cross-level moderated role between individual moral disengagement and reinforcer behavior. These results show that the individual and class level defender self-efficacy and moral disengagement can influence the bystander behavior of primary school students, which is of great significance for schools to develop anti-bullying moral education courses and design measures to improve students' anti-bullying self-efficacy.

Defender self-efficacy and moral disengagement on social support and bystander behaviors among primary school students: a multilevel moderated mediation model

Abstract This study examines the influence of social support on bystander behaviors, the mediating and moderating effects of moral disengagement and defender self-efficacy at the individual and class levels, and their cross-level interaction. A total of 1310 children in grades 4-6 completed our questionnaire survey at four-time points between October and December in 2021. The questionnaires include the Scale of Perceived Social Support (T1), Moral Disengagement Scale (T2), Defender Self-Efficacy Scale (T3), and Bullying Participant Behaviors Questionnaire (T4). The multilevel moderated mediating model results show that (1) social support negatively predicts reinforcer and outsider behavior and positively predicts defender behavior; (2) defender self-efficacy plays a mediating role between social support and defender behavior, moral disengagement plays a mediating role between social support and bystander behaviors, and defender self-efficacy and moral disengagement play a chain mediation role between social support and bystander behavior; (3a) class-level defender self-efficacy has a direct impact on defender behavior and moderates the relationship between individual defender self-efficacy and reinforcer behavior; and (3b) class-level moral disengagement has a direct impact on defender and outsider behavior and a cross-level moderated role between individual moral disengagement and reinforcer behavior. These results show that the individual and class level defender self-efficacy and moral disengagement can influence the bystander behavior of primary school students, which is of great significance for schools to develop anti-bullying moral education courses and design measures to improve students' anti-bullying self-efficacy.

El efecto de la desvinculación moral sobre el acoso escolar, el ciberacoso y otros comportamientos disruptivos en niños(as) y adolescentes. Una revisión de la literature / The Effect of moral disengagement on bullying, cyberbullying, and other disruptive behaviors in children and adolescents. A review of the literatura

Resumen Introducción: Un creciente número de estudios han demostrado vínculos consistentes entre la teoría de la desvinculación moral de Bandura y los comportamientos disruptivos e inhumanos. Recientemente se han explorado las relaciones directas e indirectas de la desvinculación moral con el acoso escolar, el ciberacoso y otros comportamientos agresivos en niños(as) y adolescentes, lo cual amerita una revisión de los principales hallazgos. Objetivo: Revisar la literatura y evidencia empírica sobre el efecto de la desvinculación moral en la participación de niños(as) y adolescentes en el acoso escolar, el ciberacoso y otros comportamientos agresivos. Método: Se trató de un estudio de revisión documental. La búsqueda bibliográfica se efectuó en la Web of Science. Se incluyeron 45 estudios empíricos para el análisis. Resultados: Se encontró que la desvinculación moral y sus diferentes estrategias sociocognitivas tienen efectos directos e indirectos que predicen la participación de niños(as) y adolescente en el acoso escolar, el ciberacoso, comportamientos agresivos y antisociales. Adicionalmente, la empatía, las relaciones de amistad, la crianza, las tendencias prosociales, la ira y los rasgos insensibles-no emocionales son factores que, en conjunto, contribuyen al desarrollo, mantenimiento o disminución de conductas de acoso y ciberacoso. También se reportó que los hombres presentan una mayor tendencia que las mujeres al acoso escolar, el ciberacoso, la agresión y uso de la desvinculación moral. Conclusiones: Se señala la importancia de los procesos de cognición moral para el desarrollo de estrategias de intervención psicoeducativa y psicosocial destinadas a prevenir y reducir el acoso y ciberacoso en niños(as) y adolescentes.

Abstract Introduction: A growing number of studies have demonstrated consistent links between Bandura's moral disengagement theory and disruptive and inhumane behaviors. The direct and indirect relation- ships of moral disengagement with bullying, cyberbullying, and other aggressive behaviors in children and adolescents have recently been explored, ensuring a review of key findings. Objective: To review the literature and empirical evidence on the effect of moral disengagement on children's and adolescents' engagement in bullying, cyberbullying, and other aggressive behaviors. Method: This was a documentary review study. The literature search was carried out in the Web of Science. Forty-five empirical studies were included for analysis. Results: Were found that moral disengagement and its different socio-cognitive strategies have direct and indirect effects that predict child and adolescent involvement in bullying, cyberbullying, aggressive and antisocial behaviors. Additionally, empathy, friendship relationships, parenting, prosocial tendencies, anger and callous-unemotional traits are factors that together contribute to the development, maintenance or decrease of bullying and cyberbullying behaviors. It was also reported that males present a greater tendency than females to bullying, cyberbullying, aggression, and use of moral disengagement. Conclusions: The importance of moral cognition processes for the development of psychoeducational and psychosocial intervention strategies aimed at preventing and reducing bullying and cyberbullying in children and adolescents is pointed out.

Sexismo y tríada oscura de la personalidad en adolescentes: el rol mediador de la desconexión moral / Sexism and dark triad of personality on adolescents: the mediator role of moral disengagement

Resumen Introducción: La Organización Mundial de la Salud indica que es necesario eliminar los valores, las actitudes y los estereotipos basados en el género que afectan la salud y el bienestar de las niñas y mujeres en el mundo. Desde la psicología de la personalidad, algunos trabajos científicos han demostrado que rasgos como la triada oscura de la personalidad (maquiavelismo, psicopatía y narcisismo) y la desconexión moral aumentan la susceptibilidad al sesgo de género, la amenaza y la agresión interpersonal. Como contribución al diseño de un perfil personológico propenso a aceptar y justificar las actitudes sexistas, el objetivo principal de este trabajo fue estudiar el rol mediador de la desconexión moral entre la triada oscura de la personalidad y el sexismo ambivalente en adolescentes. Método: La muestra estuvo compuesta por 803 adolescentes (M = 15.33, DT = 0.99; 50.3% chicos) tras utilizar un muestreo por conveniencia para realizar un análisis de la varianza y la comparación de varios modelos mediacionales a partir de la técnica de bootstrapping. Resultados: Los rasgos de la triada oscura de la personalidad se relacionan directa y significativamente con el sexismo hostil y benevolente de los/as adolescentes, y la desconexión moral tiene un efecto mediador importante en esta relación. Conclusiones: Finalmente, se discute cómo trabajar la desconexión moral para la transformación de estas creencias y actitudes de género que perpetúan la discriminación hacia las adolescentes en programas de prevención.

Abstract Introduction: The World Health Organization indicates that gender-based values, attitudes and stereotypes that affect the health and well-being of girls and women around the world need to be eliminated. From personality psychology, scientific studies have shown that traits such as the dark personality triad (Machiavellianism, psychopathy, and narcissism) and moral disengagement increase susceptibility to gender bias, threat, and interpersonal aggression. As a contribution to the design of a personological profile prone to accept and justify sexist attitudes, the main aim of this paper was to study the mediating role of moral disengagement between the dark personality triad and ambivalent sexism in a sample of adolescents. Methods: The sample consisted of 803 adolescents (M = 15.33, SD = 0.99; 50.3% boys) using convenience sampling to assess ambivalent sexism, dark personality triad and moral disengagement. An analysis of variance and comparison of various mediational models was carried out using the bootstrapping technique. Results: The dark personality triad traits are directly and significantly related to adolescents' hostile and benevolent sexism, and that moral disengagement has a relevant mediating effect on this relationship. Conclusions: Finally, the implications of these findings for the transformation of these gendered beliefs and attitudes that perpetuate discrimination against girls and women are discussed in relation with prevention programs.

Moral Disengagement as a Self-Regulatory Cognitive Process of Transgressions: Psychometric Evidence of the Bandura Scale in Chilean Adolescents.

Moral disengagement is a process of cognitive restructuring that allows individuals to disassociate from their internal moral standards and behave unethically without feeling distressed. It has been described as a key predictor of maladaptive behaviors (e.g., delinquency, aggression, and cyberbullying) and as a mediator between individual variables and unethical outcomes (e.g., empathy and aggression). We aimed to provide evidence of validity based on the internal structure, reliability, and correlations with other constructs of the most used instrument to measure disengagement from moral self-sanctions: Bandura's Mechanisms of Moral Disengagement Scale (MMDS). A non-probabilistic national sample of 528 Chilean adolescents from 14 to 18 years participated in the study. The results showed that the 10-item version of the MMDS had a unidimensional structure and good internal consistency. As expected, the MMDS-10 showed positive and medium correlations with abusive, violent antisocial, and delinquent behaviors and negative and medium associations with prosocial behavior and empathy. Additionally, moral disengagement fully mediated the relationship between empathy and violent antisocial behavior, supporting the hypothesis on moral disengagement as a self-regulatory cognitive process. The results confirm previous research, and the findings are discussed in terms of their implications for reducing the use of moral disengagement strategies in adolescence.

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study.

Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher-student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher-student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13-19 years old, M = 14.8; SD = 0.89). Teacher-student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher-student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher-student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

Personal and Environmental Predictors of Aggression in Adolescence.

This study aims to find causal factors of aggression in a group of Latino adolescents to achieve a greater understanding of human nature, taking into account personal and contextual variables. The fundamental hypothesis is that moral disengagement, personality traits, self-esteem, values, parenting, sex, and socioeconomic situation can function as possible casual factors of aggression in adolescents. The study examined the variables using the structural equations model (SEM) to determine causal factors of aggression in a sample of 827 adolescents (54% men and 46% women) between 11 and 16 years of age. According to the scientific literature review, sociodemographic, personal, and familiar variables were included in the causal model. The influence of the variables occurred in two ways: one that inhibits aggression and the other that reinforces it. The results are discussed based on identifying protective and risk factors against aggression: biological sex and values of conformity and transcendence as aggression's inhibitors and, on the other hand, openness, moral disengagement, and leadership values as the most important predictors of aggression.

Gender, Anxiety, and Legitimation of Violence in Adolescents Facing Simulated Physical Aggression at School.

We analyzed gender and anxiety differences in middle school students facing a physical peer aggression situation. The participants were 1147 adolescents aged between 12 and 18 years (male: n = 479; female: n = 668) who watched a 12 s animation representing the situation and filled out a questionnaire to analyze the legitimation of violent behaviors and anxiety levels. We registered their decisions to solve the situation using a categorical scale that included assertive, avoidant, aggressive, submissive, and supportive behaviors. Gender was not associated with the adolescent's behaviors in facing a simulated peer aggression situation. However, male teenagers tended to perceive adults as sanctioners and neutrals; those who used the diffusion of responsibility and dehumanization to justify their behavior also showed a higher state of anxiety. Female teenagers who expected legitimation from their peers, presented higher anxiety as well. Educational interventions may use these results, helping adolescents to understand that their acts have substantial implications in the lives of others. It is essential to develop group interventions that modify how adolescents manage their conflicts and change gender stereotypes that significantly impact health. We highlight the need for linking families in educational programs facing the challenges of transforming the legitimization of violence in parental practices.

Desentendimiento Moral y Atribución de Culpa: Encuentros y Desencuentros en el Estudio de la Cognición Moral / Moral Disengagement and Attribution of Blame: Convergences and Divergences in the Study of Moral Cognition / Desentendimento Moral e Atribuição de Culpa: Encontros e Desencontros no Estudo da Cognição Moral

Resumen El estudio de la cognición moral pareciera estar marcado por dos tradiciones: una centrada en el estudio del procesamiento de información referente a la causalidad y la intencionalidad, y otra que, con origen en posturas sociocognitivas, privilegia la agencia moral y regulación conductual más allá del procesamiento. Así, pareciera existir una brecha entre el estudio del razonamiento y el estudio de la conducta cuando se habla de moral. La presente propuesta muestra una interacción entre un modelo de culpa (path model), centrado en el procesamiento de información, y el desentendimiento moral (DM) como un conjunto de justificaciones de la conducta inmoral. Si bien la integración no es completa, aporta a una visión de la cognición moral centrada en la regulación social y en las interacciones entre juicios y respuestas evidentes en las interacciones sociales. Adicionalmente, como producto de la interacción se presenta una propuesta metodológica para indagar por el origen del DM en el desarrollo.

Abstract The study of moral cognition is marked by two traditions: one centered on the study of how information regarding causality and intentionality is processed, and the other, derived from socio-cognitive potions, privileging moral agency and behavior regulation beyond processing. Thus, there seems to be a gap between the study of reasoning and the study of conduct, when speaking of morals. The article proposes an interaction between a path model of blame, centered on the processing of information, and moral disengagement (MD) as a set of justifications of immoral conduct. While the integration is not complete, it does contribute a view of moral cognition focused on social regulation and the interactions between the judgments and responses evident in social interactions. Additionally, as a product of that interaction, the study provides a methodological proposal to inquire into the origin of md in development.

Resumo O estudo da cognição moral parece estar marcado por duas tradições: uma focada no estudo do processamento de informação referente à causalidade e à intencionalidade, e outra que, com origem em posicionamentos sociocognitivos, privilegia a agência moral e a normatização do comportamento mais além do processamento. Assim, é provável que exista uma brecha entre o estudo do raciocínio e o estudo do comportamento quando se fala de moral. Esta proposta mostra uma interação entre um modelo de culpa (path model), centralizado no processamento de informação, e o desentendimento moral (DM) como um conjunto de justificativas do comportamento imoral. Embora a integração não seja completa, contribui para uma visão da cognição moral enfocada na regulamentação social e nas interações entre julgamentos e respostas evidentes nas interações sociais. Além disso, como produto da interação, apresenta-se uma proposta metodológica para indagar a respeito da origem do DM no desenvolvimento.

Desconexión moral y delincuencia juvenil severa: metaanálisis de su asociación / Moral disengagement and serious juvenile crime: a meta-analysis about its relationship

Resumen Numerosas investigaciones se han centrado en analizar los vínculos entre la desconexión moral y las conductas antisociales o delictivas en población juvenil, con variados resultados. Este estudio tiene como objetivo principal estimar la magnitud y dirección de la relación entre la desconexión moral y la delincuencia juvenil, así como analizar la influencia de una serie de variables moderadoras, para lo cual se empleó la técnica del metaanálisis. Se aplicó un modelo de efectos aleatorios para obtener el tamaño del efecto promedio y para explorar moderadores. Se obtuvo un total de 20 estudios primarios, con una muestra acumulada de 10061 individuos, y un tamaño de efecto resultante de r = .35 (p < .001). Se estableció un modelo predictivo con una única variable moderadora: el tipo de delito, mostrando que la importancia de la desconexión moral aumenta notablemente cuando se incrementa la gravedad del delito (r = .45, p < .001). Se concluye que la tendencia a la desconexión moral puede considerarse como un factor de riesgo relevante para la delincuencia juvenil y más relevante todavía en relación con delitos graves. Este resultado contribuye a consolidar a las dimensiones morales como un factor clave a considerar en el diseño de futuras investigaciones, así como en las estrategias de prevención e intervención de diferentes tipologías delictivas.

Abstract Several researches have focused on analyzing the links between moral disengagement and illegal behaviours in young population showing different results. The main aim of this review was to estimate the relationship between moral disengagement and juvenile delinquency, as well as to analyze the influence of certain moderating variables. A random effects model was used in the meta-analytic review in order to settle the average effect magnitude and obtain the moderating effects of demographic and methodological variables. A total of 20 independent studies were obtained involving 10061 youths. Moral disengagement has been found to be associated with juvenile delinquency (r = .35, p < .001). Concurrently, the effect magnitude increases as it does the seriousness of the crime (r = .45, p < .001) which settles the type of crime as a significant moderator. In conclusion, moral disengagement and severe juvenile crime share a powerful relationship, which stablishes the moral disengagement as a relevant risk factor for the juvenile delinquency. This result suggests that the moral dimension is a key factor to take into account in the design of future research, as well as accomplishing prevention and intervention strategies for different types of crime.

Self-Justification Processes Related to Bullying Among Brazilian Adolescents: A Mixed Methods Study.

This study aims to investigate the associations between bullying and moral disengagement in a Brazilian sample, using a mixed method design. Two-thousand three hundred and thirty-four adolescents (11-19 years; 42.9% girls) answered self-report measures on bullying and moral disengagement in response to bullying situations. Fifty-five participants were randomly selected and interviewed on their experiences on bullying at school. Results allowed to identify specific mechanisms of moral disengagement associated with bullying behavior among Brazilian adolescents. Qualitative analysis highlighted how moral disengagement mechanisms were spontaneously used by the adolescents to explain both the bullying and the bystander behaviors. Findings support the relevance of moral disengagement mechanisms in explaining bullying behaviors. The value of addressing these mechanisms when designing anti-bullying interventions is discussed.

Propiedades psicométricas de una escala para medir desconexión moral en niños mexicanos / Psychometric Properties of a Scale Measuring Moral Disengagement in Mexican Children / Propriedades psicométricas de uma escala para medir desconexão moral em crianças mexicanas

Resumen La desconexión moral tiene como consecuencia efectos negativos para el desarrollo psicosocial en la niñez, por lo cual se hace necesario contar con escalas para evaluarla. En el presente estudio se analizaron las propiedades psicométricas de la escala Desconexión Moral en Situaciones de Acoso en niños (DMAE). Participaron 661 estudiantes mexicanos de 5.º (51 %) y 6.º grado (49 %), 48 % niñas (M edad = 10.51, DE = .64 años) y 52 % niños (M edad = 10.59, DE = .68 años). Se analizó la validez (estructura interna y concurrente), invarianza de medida para ambos sexos y fiabilidad de la escala. De los resultados del análisis factorial confirmatorio se infirió que el modelo de medición multidimensional que mide la justificación moral, la difusión de la responsabilidad y la atribución de la culpa presenta mejor ajuste a los datos que el unidimensional. Además, se encontró que la DMAE presenta invariancia de medición en ambos sexos y evidencias de validez concurrente. Se concluye que la escala cuenta con propiedades psicométricas adecuadas para la medición de la desconexión moral en niños mexicanos.

Resumo A desconexão moral tem como consequência efeitos negativos para o desenvolvimento psicossocial na infância, o que torna necessário contar com escalas para avaliá-la. Neste estudo, foram analisadas as propriedades psicométricas da escala Desconexão Moral em Situações de Assédio em Crianças. Participaram 661 estudantes mexicanos do 5º (51 %) e 6º anos (49 %), 48 % meninas (M idade = 10.51, DP = .64 anos) e 52 % meninos (M idade = 10.59, DP = .68 anos). Foi analisada a validade (estrutura interna e concorrente), invariância de medida para ambos os sexos e confiabilidade da escala. Dos resultados da análise fatorial confirmatória, foi inferido que o modelo de medição multidimensional que mede a justificativa moral, a difusão da responsabilidade e a atribuição da culpa apresenta melhor ajuste aos dados do que o unidimensional. Além disso, foi constatado que a escala apresenta invariância de medida em ambos os sexos e evidências de validade concorrente. Concluise que a escala possui propriedades psicométricas adequadas para a medição da desconexão moral em crianças mexicanas.

Abstract The moral disengagement has negative effects for psychosocial development in childhood, which makes it necessary to have scales to evaluate it. The present study aimed to analyze the psychometric properties of the Moral Disengagement in Children Situations of Bullying (DMAE, its initials in Spanish) scale. 661 Mexican students participated from 5th grade (51%) and 6th grade (49%), 48% girls (M age = 10.51, SD = .64 years) and 52% boys (M age = 10.59, SD = .68 years). The validity (internal and concurrent), measurement invariance for both sexes and reliability of the scale were analyzed. From the results of the confirmatory factor analysis, it was inferred that the multidimensional measurement model that measures moral justification, diffusion of responsibility and attribution of blame presents a better fit to the data than the one-dimensional one. It was also found that the DMAE presents measurement invariance in both sexes and evidence of concurrent validity. It was concluded that the scale has adequate psychometric properties for the measurement of moral disengagement in Mexican children

Moral Disengagement Mechanisms and Armed Violence. A Comparative Study of Paramilitaries and Guerrillas in Colombia / Los Mecanismos de Desconexión Moral y la Violencia Armada. Un Estudio Comparativo de Paramilitares y Guerrilleros en Colombia / Mecanismos de Desengajamento Moral e a Violência Armada. Um Estudo Comparativo dos Paramilitares e da Guerrilha na Colômbia

Abstract Moral disengagement mechanisms are strategies to make immoral actions appear moral. This study explores their usage by two Colombian illegal armed groups (guerrillas and paramilitaries), as well as differences between the groups. The analysis covered 367 communiqués issued in 55 months. A deductive content analysis revealed that the most used mechanisms were: attribution of blame, euphemistic labeling, moral justification and labeling with undesirable names. Results showed differences between groups only in the number of press releases, but not in frequency or type of the mechanisms used. The findings are analyzed in the discussion section in relation to the theory of dissonance, extreme violence and motives for joining illegal armed groups.

Resumen Los mecanismos de desconexión moral son estrategias mediante las cuales las acciones inmorales parecen morales. El estudio examina la utilización de dichas estrategias por parte de dos grupos armados ilegales en Colombia (guerrillas y paramilitares), así como las diferencias entre los dos grupos, para lo cual se analizaron 367 comunicados emitidos a lo largo de 55 meses. El análisis deductivo del contenido reveló que los mecanismos más utilizados eran la atribución de culpabilidad, los eufemismos, la justificación moral y la calificación con nombres indeseables. Según los resultados, solo hubo diferencias entre los grupos en cuanto al número de comunicados de prensa, mas no en cuanto a la frecuencia o al tipo de mecanismos utilizados. Los hallazgos del estudio se analizan en la sección de discusión según la teoría de la disonancia, la violencia extrema y las razones para enrolarse en grupos armados ilegales.

Resumo Os mecanismos de desengajamento moral são estratégias para fazer ações imorais aparentarem ser morais. Este estudo explora seu uso por dois grupos armados ilegais da Colômbia (guerrilhas e paramilitares), assim como as diferenças entre eles. Analisaram-se 367 comunicados emitidos em 55 meses. Uma análise dedutiva do conteúdo revelou que os mecanismos mais usados eram: atribuição de culpa, linguagem eufemística, justificativa moral e rotulação com nomes indesejáveis. Os resultados mostraram diferenças entre os grupos só no número de comunicados à imprensa, mas não na frequência ou tipo de mecanismos usados. Os resultados são analisados na seção de discussão no que se refere à teoria da dissonância, à violência extrema e aos motivos para se unir a grupos armados ilegais.

Legitimación de la violencia en la infancia: un abordaje desde el enfoque ecológico de Bronfenbrenner / Legitimation of the violence in childhood: an approach based on the ecological perspective of Bronfenbrenner

Este trabajo analiza desde el enfoque ecológico del desarrollo humano los diversos contextos en los cuales se presenta la violencia y cómo en ellos se llevan a cabo procesos de legitimación que la perpetúan a lo largo del tiempo, lo cual afecta especialmente a la niñez y las nuevas generaciones. En primer lugar, se dilucida las diferencias entre agresión y violencia, para posteriormente definir el proceso de legitimación desde el contexto histórico, la comunidad, la familia y los medios de comunicación, hasta llegar a la forma como las creencias legitimadoras se facilitan en la cognición infantil. Se analizan las bases psicológicas de la legitimación y los mecanismos mediante los cuales opera, comprendidos a través del concepto de desconexión moral, introducido por Bandura.

This paper analyzes from the ecology of human development, the con-texts in which violence occurs and how the processes of legitimation perpetuate violence over time especially affecting children and future generations. First, it elucidates the differences between aggression and violence, later to define the process of legitimation from the historical context, the community, family and mass media. Finally it is explained how legitimating beliefs are given in infant cognition. It discusses the psychological bases of legitimation and the mechanisms through which it operates, including the concept of moral disengagement introduced by Bandura.

Uma medida de justificativas de motoristas para infrações de trânsito / A Measure of Driver’s Justifications to Traffic Violations / Una Medida de las Justificaciones de los Conductores a Violaciónes de Tráfico

Este trabalho descreve o desenvolvimento e a validação de uma medida de justificativas de motoristas para o cometimento de infrações de trânsito. O instrumento foi baseado no modelo do desengajamento moral, que descreve processos de autoinfluência que neutralizam os próprios padrões morais para justificar atos transgressivos por meio de quatro esquemas em oito mecanismos. No Estudo 1 a Escala de Justificativas de Motoristas (EJM) foi aplicada em 100 motoristas, verificando-se correlações positivas de seus escores com o cometimento de infrações. No Estudo 2 os itens passaram por uma validação de juízes, foram aprimorados e aplicados em 547 motoristas. Identificou-se uma estrutura de fatores que reflete parcialmente o modelo: Reconstrução da Conduta, Minimização da Culpa e Distorção do Agente da Ação. Os resultados dos dois estudos sugerem que a EJM apresenta validade semântica, de conteúdo e construto e boa consistência interna, podendo ser utilizada para investigar fenômenos de transgressão notrânsito...

This paper describes the development and validation process of a measure of drivers’ justifications for traffic violations. The instrument was based on the moral disengagement model for transgressive actions, which describes processes of self-influence by neutralizing one’s moral standards through four sets in eight mechanisms. In Study 1, 100 drivers responded the Driver’s Justifications Scale (EJM) and results showed a positive correlation with a measure of traffic violations. In Study 2, the items were improved, evaluated by experts and the scale was completed by 547 drivers. The obtained factors partially reflect the original model: Reconstructing the Conduct; Minimizing Guilt; and Distorting Conduct’s Agent. Results of both studies suggest EJM has semantic, content, and construct validity, good internal reliability and can be used in studies of traffic violations...

Este trabajo describe el proceso de desarrollo y validez de una medida de las justificativas de conductores a violaciones de tráfico. El instrumento tiene como base el modelo de desenganche moral, que describe procesos de auto influencia en el cual se pueden neutralizar los patrones morales para justificar actos transgresivos por intermedio de cuatro esquemas con ocho mecanismos. En el Estudio 1, 100 conductores contestaron a la Escala de Justificaciones de Conductores (EJM) y los resultados mostraron correlación positiva con una medida de violaciones de tráfico. En el Estudio 2 se mejoraron los ítems, evaluados por expertos, y la escala fue respondida por 547 conductores. Los factores obtenidos reflejan parcialmente el modelo original: Reconstrucción de la Conducta; Minimización de la Culpa y la Distorsión del Agente de la Conducta. Los resultados de ambos estúdios sugieren que la EJM tiene validez semántica, de contenido y de constructo, buena consistencia interna y puede ser utilizada en estudios de violaciones detráfico...