Theory of Mind and physical bullying in preschool children: the role of peer rejection and gender differences.

Background: Preschool represents the budding and initial stage of bullying behavior, where perpetration of physical bullying predominates as the primary form of bullying. An in-depth understanding of the factors linked to preschool physical bullying behavior is crucial for enabling early prevention and intervention strategies.

Objective: The purpose of this study was to examine the relationship between Theory of Mind and physical bullying behavior in 4-6 years old children in kindergarten and the mediating role of peer rejection and gender in this relationship.

The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis.

Few studies have examined the process of the relationship between social support and bystander behavior, and previous research has primarily focused on individual- or group-level correlates of bystander behavior without a full understanding of these correlates and their interactions. To address this research gap, the present study examined whether social support and moral disengagement at the individual level, as well as collective efficacy at the classroom level, were associated with bystander behavior in school bullying situations. Questionnaires were administered to 1,310 elementary school students in Grades 4-6 ( = 10.

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).

Analysis Model of the Influence of Self-Efficacy on Professional Toughness of Preschool Teachers under the Condition of Ensuring Children's Mental Health and Healthy Family Environment.

Preschool teachers' professional toughness (PT) has received a lot of attention recently, and this research is one of the main areas of study for their ability to manage stress and develop normally. Based on how well a person thinks of his own abilities, SE (self-efficacy) is formed. 300 kindergarten teachers from 10 metropolitan kindergartens were chosen as research samples in order to examine the relationship between the SE of kindergarten teachers and their PT, as well as the mediating effects of professional identity and work passion.

Relations between adolescent sensation seeking and traffic injury: Multiple-mediating effects of road safety attitudes, intentions and behaviors.

Road traffic injuries to youth are a serious global public health concern. One contributor to adolescent injury risk is the tendency to engage in sensation seeking behaviors. The current study examined how sensation seeking personality might directly influence adolescent traffic injury, as well as how it might indirectly influence traffic injury as mediated by road safety attitudes, intentions, and behaviors.