Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying
Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying
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DOI：
10.5817/cp2018-4-3
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发表时间：
2018-01-01
影响因子：
2.9
通讯作者：
Hock, Michael
中科院分区：
文献类型：
--
作者：
Knauf, Rhea-Katharina;Eschenbeck, Heike;Hock, Michael
Latang和Darley（1970）的旁观者干预模型描述了旁观者在紧急情况下进行干预所需的阶段，并可用于解释欺凌事件中的旁观者行为。社会认知和情感反应欺凌，如同情与受害者，道德脱离，责任感，防御者自我效能感和预期结果应该决定是否旁观者通过干预模型的所有阶段，从而是至关重要的行为反应。使用新开发的问卷，对来自28个班级的486名德国学生（56%为女孩，年龄：M = 12.95）进行了学校欺凌和网络欺凌之间的心理反应进行了比较，该问卷涵盖了对欺凌的五种社会认知和情感反应（SCARB）分别针对学校环境和网络环境。验证性因素分析显示拟合度可接受，内部一致性系数可接受至良好。根据我们的假设，网络欺凌相比，校园欺凌的学生报告更高的道德脱离和较低的责任感和自我效能感。然而，没有显着差异被发现的同理心。网络欺凌的负面结果预期水平低于校园欺凌。结果证实，欺负的情况下的社会认知和情感反应的旁观者的事项。
The Bystander Intervention Model by Latang and Darley (1970) describes the stages necessary for a bystander to intervene in an emergency and can be used to explain bystander behavior in the case of bullying. Social-cognitive and affective reactions to bullying such as empathy with the victim, moral disengagement, feelings of responsibility, defender self-efficacy and outcome expectancy are supposed to determine whether a bystander passes through all stages of the intervention model and are thereby crucial for the behavioral response. These mental reactions were compared between school bullying and cyberbullying in a sample of 486 German students (56% girls, age: M = 12.95) from 28 classes with a newly developed questionnaire covering the five Social-Cognitive and Affective Reactions to Bullying (SCARB) for school context and cyber context separately. Confirmatory factor analysis showed an acceptable fit and internal consistency coefficients were acceptable to good. In line with our hypotheses, for cyberbullying as compared to school bullying students reported higher moral disengagement and lower feelings of responsibility and self-efficacy. However, no significant difference was found for empathy. The level of negative outcome expectations was lower for cyberbullying than for school bullying. Results confirm that the context of bullying matters for the social-cognitive and affective reactions of bystanders.