共情和自我效能在欺凌态度与旁观者行为反应之间的中介效应分析  

Analysis of empathy and self-efficiency in mediation between bullying attitude and bystanders’ behavior

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

机构地区：[1]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：《哈尔滨医科大学学报》2021年第1期101-105,共5页Journal of Harbin Medical University

基　　金：国家社科基金“十三五”规划2017年教育科学课题(AHA170011)。

摘　　要：目的分析校园欺凌旁观者的共情、自我效能和欺凌态度与其行为反应的相关性,为基于同伴干预的校园欺凌预防提供依据。方法本研究采用多阶段分层随机整群抽样方法,在哈尔滨市南岗区7所初级中学进行校园欺凌行为的相关调查。研究者以平板电脑(PAD)为调查工具,进入所选取的班级开展调查。相关数据分析通过SPSS 20.0完成。结果 2018年11月~12月期间,共计调查了2 479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%)。校园欺凌旁观者的协助欺凌行为与其对欺凌的态度、认知共情之间存在显著的负相关(P<0.01)。校园欺凌旁观者的强化欺凌行为与其对欺凌的态度存在显著的负相关(P<0.01)。校园欺凌旁观者的保护行为与对欺凌的态度、认知共情、情感共情和自我效能都存在显著正相关(P<0.01)。情感共情在欺凌态度与旁观者协助欺凌行为(95%CI=[0.001,0.023])和保护行为间(95%CI=[0.017,0.051])存在中介效应显著。认知共情在欺凌态度与保护行为(95%CI=[0.036,0.086])间中介效应显著。自我效能在欺凌态度与保护行为(95%CI=[0.029,0.069])间存在中介作用。结论校园欺凌的预防应着力于改变旁观者对于欺凌的不正确态度,注重其共情能力的培植和自我效能感的提高,使其在面对欺凌发生时,能主动阻止欺凌行为,保护欺凌受害者,从而在校园欺凌预防中发挥积极的能动作用。Objective To analyze the correlation between the bystander behaviors and empathy, self-efficiency and attitude toward school bullying, and to provide effective suggestions for the prevention of school bullying by the peer intervention. Methods The study employed the method of multistage stratified sampling to confirm 7 junior middle schools in Nan Gang District, Harbin City. The researcher entered each sampled class and conducted the survey by the PAD. All of data were analyzed by the statistical software SPSS 20.0. Results A total of 2 479 sampled students from 7 junior high school were surveyed 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. There was a significant negative correlation between the bullying bystanders’ assistant and their attitudes toward bullying and cognitive empathy(P<0.01). There was a significant negative correlation between the bullying bystanders’ reinforcement and their attitude towards bullying(P<0.01). The bullying bystanders’ defender was significantly positively correlated with attitudes towards bullying, cognitive empathy, emotional empathy, and self-efficacy(P<0.01). Emotional empathy has a significant mediation effect between bullying attitude and bystander assist behavior(95%CI=[0.001, 0.023]) and defender behavior(95%CI=[0.017, 0.051]). Cognitive empathy had a significant mediating effect between bullying attitude and defender behavior(95%CI=[0.036, 0.086]). Self-efficacy had an intermediary role between bullying attitude and defender behavior(95%CI=[0.029, 0.069]). Conclusion School bullying’s prevention should focus on changing the bystanders’ incorrect attitude toward bullying and improving their empathy and self-efficacy, which enable the bystanders to prevent bullying, protect the victims and play a positive and active role in the prevention of school bullying.

关 键 词：旁观者 欺凌态度 共情 自我效能 

分 类 号：R395.9[哲学宗教—心理学]