在解释参与者在欺凌中的角色方面,感知和实际规范以及规范误解
Huiyoung Shin1, Sunjeong Gyeong2
1Department of Psychology, Jeonbuk National University, 14-3 Social Science Building, Deokjin-gu, Baekje-daero 567, Jeonju, Chonbuk, 54896, Republic of Korea. shinhy@jbnu.ac.kr.
Journal of youth and adolescence
|July 8, 2024
概括
对于青少年来说,了解欺凌规范是关键. 干预措施应纠正对反欺凌态度的误解,以减少欺凌,受害和抵制行为.
科学领域:
- 发展心理学 发展心理学
- 社会心理学 社会心理学
- 教育心理学教育心理学
背景情况:
- 欺凌规范影响了青少年在欺凌情况下的行为.
- 关于感知与实际欺凌规范及其协议的不同角色的理解有限.
研究的目的:
- 调查反欺凌规范对青少年参与者在欺凌中的角色的感知和实际影响.
- 检查规范误解对欺凌,受害和经历的影响.
- 探索同理心,反欺凌规范和青少年反应之间的相互作用.
主要方法:
- 一项纵向研究涉及890名韩国小学学生 (4-6年级) 在两个时间点进行评估.
- 采用多级建模来分析数据.
- 评估包括感知和实际的反欺凌规范,同情心和参与者在欺凌中的角色.
主要成果:
- 同理心,感知和实际的反欺凌规范独特地影响了欺凌中的不同参与者角色.
- 在对反欺凌规范有重大误解的班级中,欺凌,受害和坚持被提升.
- 在各个课堂上,规范的协议有所不同,影响了青少年的行为.
结论:
- 干预计划的目标应该是纠正青少年对同伴反欺凌态度的误解.
- 解决规范误解可以有效地减少欺凌,受害和站立.
- 同理心在高反欺凌规范环境中捍卫行为,并在准则被准确地感知时减少旁观的作用.
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