欺凌态度、共情和学校生活满意度与旁观者行为反应的相关性  

Research on bystander behavior related to bullying attitude,empathy and life satisfaction in school

作　　者：李孟儒 肖迪 彭涛[1] LI Mengru;XIAO Di;PENG Tao(Research and Education Center in Sexual Health,Harbin Medical University,Harbin 150081,China)

机构地区：[1]中国·哈尔滨医科大学性健康研究与教育中心,黑龙江哈尔滨150081

出　　处：《中国健康心理学杂志》2020年第8期1257-1263,共7页China Journal of Health Psychology

基　　金：国家社会科学基金教育学重点项目《预防中小学校园欺凌和校园暴力研究》(编号:AHA170011)子课题研究内容之一。

摘　　要：目的:基于行为学理论,以校园欺凌旁观者作为研究对象,对其在欺凌事件发生时的行为反应特点和影响因素开展相关研究,为有效制定预防措施提供依据。方法:通过横断面回顾性调查方法,采用标准化问卷对欺凌情境下的旁观者行为进行调查和分析,并探讨旁观者的欺凌态度、共情和学校生活满意度与其行为反应的相关性。结果:2018年11-12月,共计调查了2479名初中学生,其中912人(36.78%)为欺凌事件的旁观者,男516人(56.57%),女396人(43.43%)。在遭遇欺凌的情境中,男性旁观者较女性旁观者易表现出协助(χ~2=25.855,P<0.01)、强化(χ~2=8.307,P<0.01)和保护行为(χ~2=9.523,P<0.01)。旁观者对欺凌持有较高的支持态度,有明显的协助(r=-0.135,P<0.01)和强化行为(r=-0.206,P<0.01),有较低的保护行为(r=0.338,P<0.01);旁观者的认知共情(r=0.223,P<0.01)和情感共情(r=0.152,P<0.01)均对其保护行为有显著的正向预测力;旁观者的学校生活满意度与其出现的协助行为(r=-0.112,P<0.01)、强化行为(r=-0.140,P<0.01)、局外行为呈现负相关(r=-0.085,P<0.01),但对保护行为有正向的预测力(r=0.227,P<0.01)。多因素分析结果显示,旁观者的欺凌态度对其协助行为的预测力(Beta=-0.187,t=-5.842,P<0.001)和对强化行为的预测力(Beta=-0.253,t=-7.579,P<0.001)均较为明显,校园生活满意度的预测力次之(Beta=-0.095,t=-2.854,P<0.01);认知共情(Beta=0.112,P<0.01)、情感共情(Beta=0.099,P<0.01)和欺凌态度(Beta=0.265,P<0.001)对旁观者的保护行为均具有正向的预测力。此外,年级、父母亲受教育程度与旁观者出现的不同行为反应有显著的相关性。结论:旁观者行为反应具有性别差异性。旁观者的欺凌态度、共情和学校生活满意度、年级以及家长的受教育程度对于旁观者行为反应都有不同的影响,这在校园欺凌的预防干预中需要关注。Objective:To analyze the bystander behaviors on school bullying and the related influencing factors,to provide effective suggestions for the prevention of school bullying.Methods:By the cross-sectional retrospective approach,the study investigated the bystander behaviors through the questionnaire related to school bullying,also adopted the standard questionnaires of attitude toward the bullying,empathy and satisfaction on the school life for further exploring their correlation with the bystander behaviors.Results:A total of 2479 sampled students from 7 junior high school were surveyed in this study from November to December 2018 in Harbin,of which,912(36.78%)students were found as the role of bystanders in the school bullying,with 516(56.57%)males and 396(43.43%)females.In bullying situation,male bystanders were more likely to assist(χ~2=25.855,P<0.001),reinforcing(χ~2=8.307,P<0.01)and defending behavior(χ~2=9.523,P<0.01)than female bystanders.Bystanders’ positive attitude toward the bullying more likely had the behavior intention with assist(r=-0.135,P<0.001),reinforcing(r=-0.206,P<0.001)and low intention of defending behavior(r=0.338,P<0.001).Both cognitive empathy(r=0.223,P<0.001)and affective empathy(r=0.152,P<0.001)were positively related with defending behavior.Life satisfaction in school was negatively related with assist behavior(r=-0.112,P<0.01),reinforcing behavior(r=-0.140,P<0.001)and outside behavior(r=-0.085,P<0.05),but positively related with defending behavior(r=0.227,P<0.001).The result of multivariable regression analysis indicated that attitude toward bullying could predict assist(Beta=-0.187,t=-5.842,P<0.001)and reinforcing behavior(Beta=-0.253,t=-7.579,P<0.001)significantly,also the satisfaction in life had its prediction on reinforcing behavior(Beta=-0.095,t=-2.854,P<0.01).Cognitive empathy(Beta=0.112,P<0.01),affection empathy(Beta=0.099,P<0.01)and attitude toward bullying(Beta=0.265,P<0.001)could predicate bystanders’ defending behaviors positively.Besides,grades and parents’ educat

关 键 词：旁观者 欺凌态度 共情 学校生活满意度 行为反应 

分 类 号：R395.9[哲学宗教—心理学]