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I enjoy hurting my classmates: On the relation of boredom and sadism in schools
dc.creator | Pfattheicher, Stefan | |
dc.creator | Lazarević, Ljiljana B. | |
dc.creator | Nielsen, Yngwie Asbjørn | |
dc.creator | Westgate, Erin C. | |
dc.creator | Krstić, Ksenija | |
dc.creator | Schindler, Simon | |
dc.date.accessioned | 2023-10-18T11:00:48Z | |
dc.date.available | 2023-10-18T11:00:48Z | |
dc.date.issued | 2023 | |
dc.identifier.issn | 0022-4405 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/5004 | |
dc.description.abstract | Schools can be a place of both love and of cruelty. We examined one type of cruelty that occurs in the school context: sadism, that is, harming others for pleasure. Primarily, we proposed and tested whether boredom plays a crucial role in the emergence of sadistic actions at school. In two well-powered studies (N = 1038; student age range = 10–18 years) using both self- and peer-reports of students' boredom levels and their sadistic tendencies, we first document that sadistic behavior occurs at school, although at a low level. We further show that those students who are more often bored at school are more likely to engage in sadistic actions (overall r = .36, 95% CI [0.24, 0.49]). In sum, the present work contributes to a better understanding of sadism in schools and points to boredom as one potential motivator. We discuss how reducing boredom might help to prevent sadistic tendencies at schools. | |
dc.publisher | Elsevier BV | en |
dc.relation | http://dx.doi.org/10.13039/100008397 Velux Fonden : PN38727 | en |
dc.source | Journal of School Psychology | en |
dc.subject | Boredom | |
dc.subject | Sadism | |
dc.subject | Schools | |
dc.subject | Multitrait-multimethod | |
dc.subject | HEXACO | |
dc.subject | Aggression | |
dc.subject | Bullying | |
dc.title | I enjoy hurting my classmates: On the relation of boredom and sadism in schools | en |
dc.type | article | en |
dc.rights.license | © 2022 The Authors. Published by Elsevier Ltd on behalf of Society for the Study of School Psychology. | en |
dc.citation.epage | 56 | |
dc.citation.rank | M21a~ | |
dc.citation.spage | 41 | |
dc.citation.volume | 96 | |
dc.identifier.doi | 10.1016/j.jsp.2022.10.008 | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/12352/1-s2.0-S0022440522000851-main.pdf |