When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion.
When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion.
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DOI：
10.3389/fpsyg.2022.833589
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发表时间：
2022
影响因子：
3.8
通讯作者：
Rutland, Adam
中科院分区：
文献类型：
--
作者：
Yuksel, Ayse Sule;Palmer, Sally B.;Argyri, Eirini Ketzitzidou;Rutland, Adam
我们研究了英国儿童（8- 10岁）和青少年（13- 15岁，N = 340；女性N = 171, 50.3%）的间接旁观者反应（即在目睹社会排斥时对是否寻求帮助和向谁寻求帮助的判断）和他们对社会排斥反应的社会道德推理的发展变化。我们还首次探讨了排斥者和受害者的群体成员身份如何影响参与者的反应。参与者阅读了一个假设的场景，在这个场景中，他们目睹了一个同龄人被另一个同龄人排除在学校俱乐部之外。我们操纵了受害者（英国人或移民）和排他者（英国人或移民）的群体成员。从童年到青春期，参与者间接旁观者反应的可能性降低了。儿童更倾向于从老师或成年人那里得到帮助，而不是从朋友那里得到帮助，而青少年更倾向于从朋友那里得到帮助，而不是从老师或成年人那里得到帮助。对于这两种间接的旁观者反应，孩子们通过引用他们对老师和朋友的信任来证明他们做出反应的可能性。青少年更倾向于提到群体忠诚和动力，以及心理原因。这些发现支持并扩展了社会推理发展（SRD）方法，表明了随着年龄的增长，群体过程在塑造儿童判断时的重要性，即当他们是旁观者时，在涉及排斥的情况下，如何通过向他人寻求帮助来间接回应。研究结果对学校中对抗社会排斥和促进亲社会旁观者行为具有实际意义。
We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds, N = 340; Female N = 171, 50.3%) indirect bystander reactions (i.e., judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools.
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