"They Think that I Should Defend": Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents
"They Think that I Should Defend": Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents
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DOI：
10.1007/s10964-018-0918-2
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发表时间：
2018-11-01
影响因子：
4.9
通讯作者：
Strohmeier, Dagmar
中科院分区：
文献类型：
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作者：
Kollerova, Lenka;Yanagida, Takuya;Strohmeier, Dagmar
规范被认为是保护受害同伴的社会生态环境的重要特征，但对于学生感知到的同伴和老师施加的禁令性规范（关于保护的适当性）的贡献却知之甚少。为了调查这些规范在防御中的作用，我们在两个时间点对 751 名早期青少年（51% 为女性；M 年龄，时间为 1:13 岁）的样本进行了评估。根据同行和自我评分衡量，防守在六个月的时间内略有下降。三层次模型（以时间、学生和教室为层次）表明，个人和课堂层面感知到的同伴禁令规范（但不是教师禁令规范）随着时间的推移对辩护产生积极影响，无论辩护信息的来源如何（同伴或自我）。这些发现支持鼓励通过同伴规范进行辩护的计划。
Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; M-age at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.