Browsing by Author "Gönültaş, Seçil"

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Open Access
Adolescents’ expectations for types of victim retaliation following direct bullying
(Springer, 2022-11-23) Marlow, C.; Gönültaş, Seçil; Mulvey, K. L.
Little is known about adolescents’ expectations around how victims of bullying might retaliate following victimization. These expectations are important as they may inform adolescent’s own behaviors, particularly intervention behaviors, in regard to bullying and potential retaliation. This study investigated adolescents’ retaliation expectations and expected bystander reactions to retaliation following physical and social bullying. Participants included 6th grade (N = 450, Mage = 11.73 years, SD = 0.84) and 9th grade (N = 446, Mage = 14.82 years) adolescents (50.2% female, 63.3% European American, 22.9% African American, 3.9% Latino/a, 7% Multiracial, 2.9% Other) from middle-to-low-income U.S. public schools. Participants responded to open-ended prompts about victim responses to bullying, rating retaliation acceptability, and likelihood of engaging in bystander behaviors. ANOVAs were conducted to examine differences in retaliation expectation by type of aggression. Further, linear regressions were used to explore what factors were related to participants’ expectations regarding bystander intervention. Participants expected victims to retaliate by causing harm and expected the type of retaliation to match the type of bullying. Younger participants were more specific and males were more likely to expect physical harm than females. Finally, acceptability of retaliation predicted bystander interventions. Adolescents expect aggressive retaliation suggesting that intervention might focus on teaching them ways to respond when they are bullied or observe bullying.
Open Access
British adolescents are more likely than children to support bystanders who challenge exclusion of immigrant peers
(Frontiers Media S.A., 2022-08-08) Gönültaş, Seçil; Ketzitzidou Argyri, Eirini; Yüksel, Ayşe Şule; Palmer, Sally B.; McGuire, Luke; Killen, Melanie; Rutland, Adam
The present study examined British children’s and adolescents’ individual and perceived group evaluations of a challenger when a member of one’s own group excludes a British national or an immigrant newcomer to the school (Turkish or Australian) from participating in a group activity. Participants included British children (n = 110, Mage in years = 9.69, SD = 1.07, 44 girls, aged 8–11) and adolescents (n = 193, Mage in years = 14.16, SD = 0.92, 104 girls, aged 13–16), who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children’s and adolescents’ individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood. Copyright © 2022 Gönültaş, Ketzitzidou Argyri, Yüksel, Palmer, McGuire, Killen and Rutland.
Embargo
Bystander responses in five-steps: paving road to prosocial intervention to social exclusion through social-cognition
(Wiley, 2024-11-01) Ayhan, Serengeti; Gönültaş, Seçil
To promote prosocial defending behaviours to social exclusion, it is important to understand the role of social-cognitive factors in bystanders' cognition, judgements and responses. The current research examined how social cognitive skills relate to different aspects of bystanders' cognition, judgements and responses in the five-step intervention model. Data were collected from 96 Turkish children and adolescents (Mage = 12.39 years, SD = 1.74, 59 girls, aged 10-17). Participants were presented with a hypothetical social exclusion scenario and their bystanders' cognition, judgements and responses were measured via five-step intervention model. Theory of mind (ToM), mind-reading motivation (MRM) and empathy were also measured as predictors. Hierarchical regression analyses showed that while ToM and MRM were more likely to predict bystanders' judgements and cognitions around social exclusion, empathy was also found to be correlated with behavioural aspects of bystanders' responses beside cognitions and judgements. Overall, our novel findings provide insight for intervention studies to promote prosocial bystanders' judgements, cognitions and responses by addressing different social-cognitive skills.
Open Access
Development and use of theory of mind in social and cultural context
(The Society for Research in Child Development (SRCD), 2022-12-15) Selçuk, Bilge; Gönültaş, Seçil; Ekerim-Akbulut, Müge
Theory of mind (ToM) is a key social-cognitive skill that allows individuals to understand and attribute mental states to others; it facilitates relationships and helps individuals navigate the social world. Thus, it is likely influenced by social and cultural contexts. In this article, we review studies that examine the potential ways through which sociocultural context interacts with the development and use of ToM in Western and non-Western societies. First, we summarize findings documenting the link between culture and timing of ToM acquisition. Second, we examine cross-cultural studies on how culture can be related to the sequential development of different dimensions of ToM. Third, we discuss when and how cultural group membership of the targets influences the use of ToM. Finally, we suggest avenues for research so the field can understand more comprehensively the dynamic interactions between sociocultural context and the development and use of ToM.
Open Access
Do adolescents intervene in intergroup bias-based bullying? Bystander judgments and responses to intergroup bias-based bullying of refugees
(Wiley-Blackwell Publishing, Inc., 2022-04-03) Gönültaş, Seçil; Mulvey, Kelly Lynn
This study examined 587 Turkish adolescents’ (Mage = 13.14, SD = 1.61) judgments and bystander responses towards hypothetical intragroup interpersonal (Turkish victim) and intergroup bias-based (Syrian refugee victim) bullying. Intergroup factors and social-cognitive skills were assessed as predictors. Findings revealed that adolescents were less likely to see bullying as acceptable and less likely to explicitly support the bully in intragroup interpersonal bullying compared to intergroup bias-based bullying. Further, adolescents with higher theory of mind and empathy were more likely to evaluate intergroup bias-based bullying as less acceptable and more likely to challenge the bully. Adolescents’ prejudice and discrimination towards refugees were predictors of bystander judgments and responses to intergroup bias-based bullying. This study provides implications for anti-bullying intervention programs.
Embargo
Does negative media representation shape adolescents’ discrimination towards Syrian refugees through threat perception and prejudice?
(Elsevier Ltd, 2023-05-05) Gönültaş, Seçil; Mulvey, K. L.
The current study examined whether adolescents' desired social distance from Syrian refugees is shaped by negative media representation about refugees through threat perception and prejudice. Participants consisted of 587 Turkish high (Mage = 14.81, SD = 0.97) and middle school (Mage = 12.19, SD = 1.01) students. Negative media perception was measured in different contexts: TV programs, news, newspapers/magazines, and social media. Adolescents' desired social distance from Syrian refugees was measured through their preference for how socially distant from a Syrian peer in their neighborhood and school they wished to be. Perceived threat and prejudice were examined as possible mediators of the relationship between media exposure and discrimination. Results showed that more negative media representation was related to perceived threat and greater prejudice, which led to greater desired social distance from refugees. Findings provide important implications about how media can be an important tool in shaping intergroup attitudes towards Syrian refugees during adolescence.
Open Access
Predictors of college students reasoning and responses to gender based social exclusion
(Springer Dordrecht, 2023-01-05) Herry, E.; Gönültaş, Seçil; Mulvey, K. L.
This study examines how young adults evaluate gender-based social inclusion and exclusion from academic peer groups. Participants included 199 college students (M$_{age}$ = 19.18; SD = 1.37, Range = 18–25), who made judgments about the acceptability of gender-based social exclusion of female and male peers from a Physics group (a stereotypically masculine field) and bystander responses to gender-based social exclusion. Equitable attitudes and acceptability of gender-based social exclusion were examined as predictors of bystander responses to social exclusion. Findings showed that participants were less likely to see the exclusion of a female as acceptable compared to the exclusion of a male. However, regarding expected bystander intervention, models differed based on condition (exclusion of a male compared to exclusion of a female peer). Specifically, in the female exclusion condition, participants’ gender predicted equitable attitudes, which then predicted expected bystander intervention and ratings of acceptability. In the male exclusion condition, equitable attitudes predicted acceptability, which then predicted expected bystander intervention. These findings have important implications for understanding how to shape inclusive campus climates.
Open Access
Relations between parental attachment, empathy, and bystander help-seeking preference following peer aggression
(Springer, 2022-09) Knox, J. L.; Gönültaş, Seçil; Gibson, S. M.; Mulvey, K. L.
This study aimed to examine the complex relations between two known predictors of bystander decisions in bullying incidents—empathy and family contextual factors—and bystander help-seeking from two preferred choices (i.e., adults and peers). In particular, we examined the mediating role of cognitive and affective empathy on the relation between parental attachment and bystander help-seeking in 826 adolescents in the 6th and 9th grade (49.9% female) using four bullying/acts of aggression scenarios. Results indicated that affective, but not cognitive, empathy served as a partial mediator for the relationship in boys, suggesting that both empathy and the family context can play a role in bystander decisions to intervene. On the other hand, empathy did not serve as a mediator for girls, suggesting that girls do not need the added push of empathy in order to intervene in bullying situations. Results suggest emphasizing home-school collaboration for boys, in particular, in bullying prevention programs in order to maximize efforts of bystanders. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Open Access
Should I invite them? Bystanders' inclusivity judgements towards outgroup victims and ingroup bullies in intergroup bullying
(John Wiley and Sons Ltd., 2021-09-16) Gönültaş, Seçil; Yavuz, H. M.; Mulvey, K. L.
This study examined bystanders' judgements of bullying and their inclusivity towards refugee victims and in group bully peers. Participants included 587 Turkish adolescents (Mage=13.14,SD=1.60) who were presented with two stories: intergroup (Syrian refugee victim) and intragroup(Turkish victim) bullying. They indicated acceptability of bullying, retaliation, and how likely they would be to include victims and bullies in different social contexts. Empathy, prejudice, desired social distance, and peer norms towards Syrian refugees were examined as predictors. Adolescents in schools with a higher number of Syrian peers were more likely to expect they would include the Syrian victim than adolescents in schools with a lower number of Syrian peers. Further, adolescents with higher empathy were more likely to include the Syrian victim while adolescents with higher prejudice and desired social distance were less likely to include the Syrian victim. The results highlight the importance of attending to bystanders' future interactions with victims and bullies, as bystanders have the opportunity to challenge injustice by promoting inclusive school climates in diverse societies. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.
Open Access
What motivates adolescent bystanders to intervene when immigrant youth are bullied?
(John Wiley and Sons Inc, 2023-01-12) Hitti, A.; Gönültaş, Seçil; Mulvey, K. L.
Pathways to bystander responses were examined in both generalized and bias-based bullying incidents involving immigrant-origin victims. Participants were 168 (Mage = 14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant-origin peers mediated the effects of individual (shared immigrant background, and discriminatory tendencies) and situational (inclusive peer norms) intergroup factors on active bystander responses. Findings indicated that desires for social contact reliably mediated effects across both victims; however, contact with immigrant peers was only associated with responses to Latine victims. Implications for how to promote bystander intervention are discussed.