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Master Thesis

L'empathie et la personnalité, des pistes pour la compréhension du harcèlement scolaire ?

Abstract : Aim : School bullying is considered as a major issue around the world. The aim of this study is to promote a better understanding of this phenomenon by studying the links between student involvement in school bullying, through different roles, and (1) the two components of empathy and (2) personality dimensions. Method : 40 middle school students (22 girls ; mean age = 13, 85 years old ; SD = 0.834) participated in this study by anserwing self-reported measured to assess their level of empathy, their personality across the Big Five dimensions and the endorsed roles in school bullying. Results : Levels of cognitive and emotional empathy correlate negatively with the roles of outsider and bully. There is no significant correlation between empathy and the roles of defender and victim. In terms of personality, negative correlations were found between the role of bully and conscientiousness and agreeableness. In addition, the role of outsider positively correlates with extraversion. There is no significant correlation between the roles of defender and victim and personality. Conclusion : Results are discussed in terms of theoretical and practical implications.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02967010
Contributor : Urca - Bibliothèque Universitaire <>
Submitted on : Wednesday, October 14, 2020 - 4:00:40 PM
Last modification on : Tuesday, December 22, 2020 - 3:10:30 AM

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  • HAL Id : dumas-02967010, version 1

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Lucie Ferez. L'empathie et la personnalité, des pistes pour la compréhension du harcèlement scolaire ?. Psychologie. 2020. ⟨dumas-02967010⟩

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