The role of psychopathic traits and moral disengagement in cyberbullying among adolescents.

BACKGROUND: The prevalence of cyberbullying suggests that about 15% of school-aged children are involved in some way, although estimates vary widely. Preventing and limiting the behaviour will require more understanding of how mutable variables relate to it. There is some evidence linking higher psychopathy scores to cyberbullying, but the cognitive processes involved in 'moral disengagement' may provide better candidates for intervention. AIMS: To test the hypothesis that psychopathy scores and moral disengagement ratings would each be associated with cyberbullying, but that sex and age would moderate any associations. METHOD: We conducted a cross-sectional study with 334 11 to 15-year-olds (162 girls, 172 boys) from two French schools. Participants completed a self-report questionnaire which measured cyberbullying, psychopathy traits and moral disengagement. RESULTS: We found a significant relationship between moral disengagement scale scores and cyberbullying ratings, but a stronger relationship between psychopathy scores and likelihood of cyberbullying. Neither sex nor age of the students affected these relationships. CONCLUSION: This study adds to existing knowledge in showing that enduring personal qualities, as captured by a self-rated psychopathy scale, may increase the risk of cyberbullying among adolescents. The findings suggest that teachers should be helped to monitor students' emotional and cognitive social skills and consider extra support for those who struggle to recognise or process others' distress.

Translation and Validation of a State-Measure of Body Image Satisfaction: The Body Image State Scale.

The aim of the present study is to test the validity and reliability of the French Body Image State Scale (F-BISS). The scale was translated using a back-translation technique, with discrepancies being settled through consensus. Three hundred and twelve female participants were recruited. Convergent validity was assessed using eating disorder evaluation and social comparison. Exploratory and confirmatory factor analyses were also conducted. The translated Body Image State Scale (BISS) demonstrated good psychometric properties, with good internal consistency (α = 0.83), and adequate goodness-of-fit. The translated BISS presented a unifactorial structure, with one factor explaining 56% of the variance. The exploratory factor analysis led to the removal of a single item due to insufficient factor loading (<0.45). Its convergent validity seems consistent with previous literature. Discriminant analyses showed a significant difference in F-BISS score between participants relative to eating disorder symptomatology (t = 11.65; p < 0.001). This translation could prove useful in both research and clinical settings to assess state body satisfaction in French populations.

The distinct effect of multiple sources of stereotype threat.

Stereotype threat (ST) refers to the risk of confirming a negative stereotype about one's group. Distinct forms of ST can be elicited based on both the target and the source of the threat. Here, we focused on how peculiar ST sources distinctly impact performance for individuals who face self-based threats. More particularly, we hypothesized that the decrease in performance would be stronger for individuals who face a self-concept threat (triggered by a private self-evaluation) in comparison with those who face an own-reputation threat (triggered by a public evaluation). In two studies, participants were randomly assigned to one of the following experimental conditions: control, self-concept, or own-reputation threat. Results confirmed the hypothesis by showing that participants in the control condition perform better than those in the own-reputation threat condition, who performed better than those in the self-concept threat condition. The contributions of this work as well as the limitations are discussed.

What is the best model for girls and boys faced with a standardized mathematics evaluation situation: a hardworking role model or a gifted role model?

Same-gender role models are likely to improve girls' math performance. This field experiment examined whether the explanation given for a role model's success also influence children's math performance. Fifth graders were presented with a female or a male role model before a difficult math test and were informed about the cause of his/her math success (effort vs. ability vs. no explanation). The results showed that the gender of a hardworking role model did not influence math performance. In contrast, when the role model's success was not explained or explained by abilities, children performed better with the female role model than with the male role model. The hardworking role model and the female role model allowed reducing stereotype threat among girls.