A situational action theory analysis of the roles of morality and moral contexts in schoolbased bullying perpetration

校园欺凌是一个紧迫的社会问题，与犯罪者和受害者的一系列负面后果有关(例如Holt等人，2015年；Olweus，1993；Ttofi等人，2016年)。然而，实证研究被风险因素范式所主导(例如，Cook等人，2010；Zych等人，2015)，欺负行为的原因仍不清楚。这项拟议的研究旨在通过调查是否可以在情景行动理论(SAT)框架内解释基于学校的欺凌行为来填补这一知识空白。主要的研究问题将是：(I)一个人的欺凌倾向、暴露于鼓励欺凌行为的环境和欺凌行为的频率之间的关系的性质和强度是什么？以及(Ii)道德和被感知的道德背景如何(通过什么过程)影响欺凌行为是否被感知和选择作为对动机的反应的行为选择？为了有效地回答这些研究问题，本研究将采用横断面混合研究设计，包括问卷调查和密集的半结构化访谈。据我所知，SAT以前没有被应用于学校欺凌的背景下。通过应用这一创新的理论来提高我们对欺负原因的理解，我预计所提出的研究将做出重大的理论贡献，并对政策和实践都具有重要的意义。

School-based bullying is an urgent social problem that is associated with a range of negative outcomes for both perpetrators and victims (e.g. Holt etal., 2015; Olweus, 1993; Ttofi et al., 2016). However, the empirical research is dominated by the risk-factor paradigm (e.g. Cook et al., 2010; Zych etal., 2015) and the causes of bullying remain unknown. The proposed research aims to fill this gap in the knowledge by investigating whether schoolbasedbullying can be explained within the Situational Action Theory (SAT) framework. The primary research questions will be: (i) what is the natureand strength of the relationship between an individual's bullying propensity, exposure to settings that encourage acts of bullying, and frequency ofbullying perpetration? and (ii) how (by what processes) do morality and perceived moral contexts influence whether acts of bullying are perceived andchosen as an action alternative in response to a motivation? In order to answer these research questions effectively, a cross-sectional mixed-methodsresearch design consisting of questionnaires and intensive semi-structured interviews will be adopted. To my knowledge, SAT has not previously beenapplied to the context of school-based bullying. By applying this innovative theory to improve our understanding of the causes of bullying, I anticipatethe proposed research will make a significant theoretical contribution and have important implications for both policy and practice.