青少年感知教师公正性如何影响校园欺凌行为?——基于认知——情感系统理论的结构方程建模  

How Do Adolescents'Perceived Teacher Justice Impact School Bullying Behaviors?Structural Equation Modeling Based on Cognitive-Affective System Theory

作　　者：罗丽君[1] 蒙琪缘 赵玉芳[2] Luo Lijun;Meng Qiyuan;Zhao Yufang(College of Teacher Education,Southwest University,Chongqing 400715;Southwest University,Chongqing 400715)

机构地区：[1]西南大学教师教育学院,重庆400715 [2]西南大学,重庆400715

出　　处：《中国远程教育》2024年第2期24-35,共12页Chinese Journal of Distance Education

基　　金：2017年重庆市教育科学“十三五”规划重点课题“权威型学校氛围对中学生校园欺凌行为的影响及干预研究”(课题编号:2017-GX-006)。

摘　　要：校园欺凌是青春期和成年早期反社会行为、暴力犯罪的显著预测因素,学校是防治校园欺凌的关键阵地,而教师扮演着预防者与干预者的双重角色。青少年感知教师公正性能否降低欺凌行为,又是如何影响校园欺凌的?研究者尝试基于认知—情感系统理论,探究青少年感知教师公正性对校园欺凌的影响以及学校归属感、道德推脱在其中的作用,通过对1,077名中学生的调查构建了结构方程模型。研究发现,感知教师公正性越高,学生实施校园欺凌的可能性越低,感知教师公正性对校园欺凌的影响通过学校归属感(情感)与道德推脱(认知)的链式中介作用得以实现。校园欺凌实际上是一种恃强凌弱的不公正、不道德的群体过程,学校归属感使得学生愿意遵守校规班纪等指令性规范,但是当感知具有群体原型领导者特征的教师不公正时,学生会将其作为描述性规范的标准,而将不公正辩护为群体内的普遍行为,激活将责任归咎于权威或强调群体决策的道德推脱机制进而实施校园欺凌。School bullying is a significant predictor of antisocial behavior and violent crime in adolescence and early adulthood.Schools are the key to preventing bullying in schools,and teachers play the dual role of preventers and interveners.Can adolescents'perceived teacher justice reduce school bullying and how does it impact school bullying?The researchers tried to explore the impact of adolescents'perceived teacher justice on school bullying and the role of school belonging and moral disengagement in it based on cognitive-affective system theory.Through a survey of 1,077 middle school students,a structural equation model was constructed.The study found that the higher the perceived teacher justice,the lower the likelihood of students committing school bullying.The influence of perceived teacher justice on school bullying is realized through the chain mediation of school belonging(emotion)and moral disengagement(cognition).School bullying is essentially an unjust and unethical group process of bullying the weak by the strong.The sense of school belonging makes students willing to comply with injunctive norms such as school rules and classroom disciplines.However,when students perceive injustice in teachers who exhibit characteristics of group prototypical leaders,they may consider it a standard for descriptive norms and defend unfairness as a common behavior within the group.This activates the moral disengagement mechanisms of attributing responsibility to authority or emphasizing group decision-making,leading to the implementation of school bullying.

关 键 词：校园欺凌 感知教师公正性 学校归属感 道德推脱 

分 类 号：G444[哲学宗教—心理学]