ORCID Profile
0000-0002-4291-1115
Current Organisations
Scottish Government
,
University Of Strathclyde
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Publisher: Wiley
Date: 23-03-2022
DOI: 10.1111/BJSO.12534
Abstract: This study augmented the Prototype Willingness Model (PWM) to assess reactive and deliberative decision‐making underpinning bystander intervention in gender‐based violence contexts. There were 2079 participants (50% male, 49% female, and 1% unreported), aged 11–15 years old ( M = 12.32, SD = 0.91), attending 19 secondary schools across Scotland. Participants self‐reported the augmented PWM variables, then their intervention behaviour approximately 1 month later. Path analyses mostly supported the predicted relationships between positive and negative bidimensional attitudes, subjective norms, prototype perceptions, perceived behavioural control, and self‐efficacy on intentions and willingness. Willingness predicted positive (speaking with a teacher) and negative (doing nothing) intervention in less serious violence. Self‐efficacy predicted negative intervention in more serious violence. Subjective norms positively moderated the attitudes–intentions relationship. Overall, the results suggested that reactive (willingness) more so than deliberative (intention) decision‐making account for intervention when young people witness gender‐based violence. Additionally, the findings highlight the complexity of bystander intervention decision‐making, where adding control perceptions, bidimensional attitudes, and moderators have independent contributions. Furthermore, self‐comparison to the typical bystander who positively intervenes (prototype perceptions) was the strongest predictor of intentions and willingness, highlighting in a novel way the importance of image and group membership on decision‐making.
Publisher: Springer Science and Business Media LLC
Date: 12-05-2021
DOI: 10.1007/S10508-021-01988-9
Abstract: This study examined the extent to which active and passive sexting behaviors are associated with family-, school-, peer-, and romantic-level variables. Young people ( N = 3,322 49.1% female, 48.3% male, 2.6% other) aged 11 to 15 years old ( M = 12.84, SD = 0.89) took part, and all attended mainstream secondary schools in Scotland. Participants completed self-report measures of school connectedness, parental love and support, perceived susceptibility to peer- and romantic-pressure (e.g., to display behaviors just to impress others), and their involvement in active and passive sexting. The importance of both school- and family-level factors was evident, though perceived romantic-pressure had the largest effect. However, neither school- nor family-level variables were moderated by either perceived romantic-pressure or perceived peer-pressure. Efforts to reduce sexting or increase its safety should primarily seek to tackle young people’s ability to respond effectively to romantic-pressure. It may also be helpful to develop school connectedness and to help families provide support that is constructive and not intrusive.
Publisher: SAGE Publications
Date: 29-07-2022
DOI: 10.1177/08862605221115117
Abstract: Gender-based violence is a global public health issue and major human rights concern. It is also a type of violence that is disproportionately experienced by women and girls. This study is the first to examine multiple implementation process (dosage, fidelity, and adaptation) effects on changes in anticipated outcomes of a school-based bystander program targeting gender-based violence, Mentors in Violence Prevention (MVP). Data were collected from two participant groups: mentees (students receiving MVP) and mentors (students delivering MVP), across nine participating high schools. The mentee s le comprised 698 students (about 48.9% males and 49.7% females), aged 11 to 14 years old ( M = 11.86, SD = 0.64). The mentor s le comprised 118 students (17.80% males, 82.20% females), aged 15 to 18 years old ( M = 16.42, SD = 0.60). Anticipated outcomes were changes in bystanders’ attitudes, social influences, control perceptions, intentions, willingness, and intervention behavior, measured using mentees’ self-reports at two time points approximately 1 year apart. Implementation processes were measured using mentors’ self-reports. Analyses revealed no effects for any of the implementation variables across changes in any of the outcomes measured. These results highlight important implications for the implementation of the MVP program going forward, given its widespread implementation in the United Kingdom. Possible ways that MVP may be enhanced in future are discussed. For ex le, furthering understanding into how gender-based violence and bystander intervention are addressed and framed during MVP lessons would give more insight into how the current implementation of the program can be improved to maximize its potential benefits.
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Stefania Pagani.