Abstract
Problem. A lack of empathy toward victim-ized students belongs to the key factors that fuel longterm bullying cases.
The absence of cognitive empathy toward victims is character-ized by inability or unwillingness of classmates to understand the emotions and the situation of victimized students. It relates to moral disen-gagement processes, including dehumanizing disregard to the harm of the victims.Sample and methods.
The study examined the association between victimization by bullying (assessed using self-reports) and cognitive em-pathy received from classmates (measured by peer nominations for students who do not feel well among others or others treat them unfair-ly) in seventh graders (n=190). Binary logistic regression was used to analyze the association when controlling for effects of peer status, gen-der, and sympathy of victimized students.Results.
Students feel cognitive empathy for approximately half of the victims in their class-rooms and cognitive empathy had a weak posi-tive correlation with victimization frequency. Binary logistic regression showed that above -average cognitive empathy received from class-mates is more likely in victims, students with low peer status, and male students.
Because vic-timized students whose harm and difficult plight is overlooked by classmates have been consid-ered victims most susceptible to psychological and social maladjustment, intervention efforts could benefit from tracing not only the estab-lished diagnostic criteria, but also cognitive em-pathy received from the side of classmates.Limitations. The findings may be limited by us-ing a cross-sectional design and working with a convenience and relatively small sample (with a limited number of victims).