情感关系和课堂规范如何塑造对攻击者,受害者和捍卫者角色的看法
Tomáš Lintner1, Adam Klocek2, Ivan Ropovik2,3,4
1Department of Educational Sciences, Masaryk University, Brno, Czech Republic.
Aggressive behavior
|January 28, 2025
概括
学生的喜好影响了对侵略角色的看法,尤其是防卫者. 课堂上的道德脱离可以减少对侵略行为同行提名的偏见.
科学领域:
- 社会心理学 社会心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 同行提名在攻击性研究中很常见,但可能会有偏见.
- 情感关系 (喜欢/不喜欢) 可能会影响这些提名.
- 了解偏见对于准确的侵略评估至关重要.
研究的目的:
- 调查二元和群体喜欢/不喜欢如何影响对侵略参与的看法.
- 探索课堂道德脱离和捍卫规范的调节作用.
- 检查同行认知对个人提名的影响.
主要方法:
- 纵向社会网络研究,涉及27个教室的632名早期青少年.
- 两个时间点,间隔6个月.
- 多复数随机演员导向建模 (SAOM) 来分析网络动态.
主要成果:
- 喜欢,不喜欢,显著影响了对侵略角色的看法.
- 喜欢增加了将同学视为捍卫者的可能性.
- 个人的看法是由喜欢的同龄人的观点所塑造的,以道德脱离为捍卫者角色而调节.
结论:
- 学生的喜欢显著影响同行提名的侵略行为.
- 课堂上的道德脱离可以减轻对捍卫者角色的偏见.
- 准确的评估需要考虑社会关系和课堂规范.
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