Bystander intervention among Secondary school pupils: testing the Theory of Planned Behaviour and the Prototype Willingness Model

Research output: Contribution to conferencePaper

Abstract

Objectives: This study assessed the combined predictive ability of the Theory of Planned Behaviour and the Prototype Willingness Model on bystander intervention behaviour among Secondary school pupils. It was hypothesised that positive and negative attitudes, social and control beliefs, and self-efficacy would be mediated by intentions and willingness to intervene. It was also hypothesised that social beliefs would moderate positive and negative attitudes towards intervening.
Design: A prospective correlational design was used (two time points around one month apart). Data were collected from September 2018 to March 2019.
Methods: More than 2000 pupils who attend mainstream secondary schools in Scotland took part. Pupils were in S1-S3 with an age range of 11-14. At Time 1, a 40 minute questionnaire was administered assessing positive and negative attitudes, control and social beliefs, self-efficacy, intentions and willingness to intervene. At Time 2, a 10 minute questionnaire was administered assessing bystanders' opportunities to intervene, and their intervention behaviour. Path analysis was used to test the hypotheses.
Results: It is expected that the path analysis will reveal that positive and negative attitudes, social and control beliefs, and self-efficacy are significantly mediated by intentions and willingness in support of the two theories. Positive and negative attitudes are expected to be significantly moderated by social beliefs.
Conclusions: The results will be discussed in terms of the applicability of the Theory of Planned Behaviour and Prototype Willingness Model on understanding bystander intervention behaviour among Secondary school pupils. The results will help to inform school-based programs aimed at increasing bystander intervention behaviour.

Conference

ConferenceBritish Psychological Society Cognitive Psychology Section and Developmental Psychology Section Joint Conference 2019
Abbreviated titleCogDev2019
CountryUnited Kingdom
CityStoke on Trent
Period4/09/196/09/19
Internet address

Fingerprint

Pupil
Self Efficacy
Aptitude
Scotland

Keywords

  • Theory of Planned Behaviour
  • Prototype Willingness Model
  • gender based violence
  • mentors in violence prevention
  • MVP

Cite this

Pagani, S., Hunter, S. C., Elliott, M. A., & Macintyre, A. (2019). Bystander intervention among Secondary school pupils: testing the Theory of Planned Behaviour and the Prototype Willingness Model. Paper presented at British Psychological Society Cognitive Psychology Section and Developmental Psychology Section Joint Conference 2019, Stoke on Trent, United Kingdom.
Pagani, Stefania ; Hunter, Simon C. ; Elliott, Mark A. ; Macintyre, Anna. / Bystander intervention among Secondary school pupils : testing the Theory of Planned Behaviour and the Prototype Willingness Model. Paper presented at British Psychological Society Cognitive Psychology Section and Developmental Psychology Section Joint Conference 2019, Stoke on Trent, United Kingdom.17 p.
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abstract = "Objectives: This study assessed the combined predictive ability of the Theory of Planned Behaviour and the Prototype Willingness Model on bystander intervention behaviour among Secondary school pupils. It was hypothesised that positive and negative attitudes, social and control beliefs, and self-efficacy would be mediated by intentions and willingness to intervene. It was also hypothesised that social beliefs would moderate positive and negative attitudes towards intervening. Design: A prospective correlational design was used (two time points around one month apart). Data were collected from September 2018 to March 2019.Methods: More than 2000 pupils who attend mainstream secondary schools in Scotland took part. Pupils were in S1-S3 with an age range of 11-14. At Time 1, a 40 minute questionnaire was administered assessing positive and negative attitudes, control and social beliefs, self-efficacy, intentions and willingness to intervene. At Time 2, a 10 minute questionnaire was administered assessing bystanders' opportunities to intervene, and their intervention behaviour. Path analysis was used to test the hypotheses.Results: It is expected that the path analysis will reveal that positive and negative attitudes, social and control beliefs, and self-efficacy are significantly mediated by intentions and willingness in support of the two theories. Positive and negative attitudes are expected to be significantly moderated by social beliefs.Conclusions: The results will be discussed in terms of the applicability of the Theory of Planned Behaviour and Prototype Willingness Model on understanding bystander intervention behaviour among Secondary school pupils. The results will help to inform school-based programs aimed at increasing bystander intervention behaviour.",
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Pagani, S, Hunter, SC, Elliott, MA & Macintyre, A 2019, 'Bystander intervention among Secondary school pupils: testing the Theory of Planned Behaviour and the Prototype Willingness Model' Paper presented at British Psychological Society Cognitive Psychology Section and Developmental Psychology Section Joint Conference 2019, Stoke on Trent, United Kingdom, 4/09/19 - 6/09/19, .

Bystander intervention among Secondary school pupils : testing the Theory of Planned Behaviour and the Prototype Willingness Model. / Pagani, Stefania; Hunter, Simon C.; Elliott, Mark A.; Macintyre, Anna.

2019. Paper presented at British Psychological Society Cognitive Psychology Section and Developmental Psychology Section Joint Conference 2019, Stoke on Trent, United Kingdom.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Bystander intervention among Secondary school pupils

T2 - testing the Theory of Planned Behaviour and the Prototype Willingness Model

AU - Pagani, Stefania

AU - Hunter, Simon C.

AU - Elliott, Mark A.

AU - Macintyre, Anna

PY - 2019/9/5

Y1 - 2019/9/5

N2 - Objectives: This study assessed the combined predictive ability of the Theory of Planned Behaviour and the Prototype Willingness Model on bystander intervention behaviour among Secondary school pupils. It was hypothesised that positive and negative attitudes, social and control beliefs, and self-efficacy would be mediated by intentions and willingness to intervene. It was also hypothesised that social beliefs would moderate positive and negative attitudes towards intervening. Design: A prospective correlational design was used (two time points around one month apart). Data were collected from September 2018 to March 2019.Methods: More than 2000 pupils who attend mainstream secondary schools in Scotland took part. Pupils were in S1-S3 with an age range of 11-14. At Time 1, a 40 minute questionnaire was administered assessing positive and negative attitudes, control and social beliefs, self-efficacy, intentions and willingness to intervene. At Time 2, a 10 minute questionnaire was administered assessing bystanders' opportunities to intervene, and their intervention behaviour. Path analysis was used to test the hypotheses.Results: It is expected that the path analysis will reveal that positive and negative attitudes, social and control beliefs, and self-efficacy are significantly mediated by intentions and willingness in support of the two theories. Positive and negative attitudes are expected to be significantly moderated by social beliefs.Conclusions: The results will be discussed in terms of the applicability of the Theory of Planned Behaviour and Prototype Willingness Model on understanding bystander intervention behaviour among Secondary school pupils. The results will help to inform school-based programs aimed at increasing bystander intervention behaviour.

AB - Objectives: This study assessed the combined predictive ability of the Theory of Planned Behaviour and the Prototype Willingness Model on bystander intervention behaviour among Secondary school pupils. It was hypothesised that positive and negative attitudes, social and control beliefs, and self-efficacy would be mediated by intentions and willingness to intervene. It was also hypothesised that social beliefs would moderate positive and negative attitudes towards intervening. Design: A prospective correlational design was used (two time points around one month apart). Data were collected from September 2018 to March 2019.Methods: More than 2000 pupils who attend mainstream secondary schools in Scotland took part. Pupils were in S1-S3 with an age range of 11-14. At Time 1, a 40 minute questionnaire was administered assessing positive and negative attitudes, control and social beliefs, self-efficacy, intentions and willingness to intervene. At Time 2, a 10 minute questionnaire was administered assessing bystanders' opportunities to intervene, and their intervention behaviour. Path analysis was used to test the hypotheses.Results: It is expected that the path analysis will reveal that positive and negative attitudes, social and control beliefs, and self-efficacy are significantly mediated by intentions and willingness in support of the two theories. Positive and negative attitudes are expected to be significantly moderated by social beliefs.Conclusions: The results will be discussed in terms of the applicability of the Theory of Planned Behaviour and Prototype Willingness Model on understanding bystander intervention behaviour among Secondary school pupils. The results will help to inform school-based programs aimed at increasing bystander intervention behaviour.

KW - Theory of Planned Behaviour

KW - Prototype Willingness Model

KW - gender based violence

KW - mentors in violence prevention

KW - MVP

M3 - Paper

ER -

Pagani S, Hunter SC, Elliott MA, Macintyre A. Bystander intervention among Secondary school pupils: testing the Theory of Planned Behaviour and the Prototype Willingness Model. 2019. Paper presented at British Psychological Society Cognitive Psychology Section and Developmental Psychology Section Joint Conference 2019, Stoke on Trent, United Kingdom.