旁观者倾向于在支持性的课堂环境中为受害者辩护:一个集群随机对照试验和一个观察性研究
Sung Hyeon Cheon1, Johnmarshall Reeve2, Kyoung-Eun Yoo1
1Department of Physical Education, Korea University, South Korea.
Journal of school psychology
|June 12, 2025
概括
教师可以通过自主支持教学来培养支持性的课堂气候,这鼓励学生捍卫受害者,并减少被动或加强旁观者的行为. 这种方法有助于有效地缓解欺凌动态的升级.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 发展心理学 发展心理学
背景情况:
- 旁观者的行为显著影响了欺凌的动态;加强欺凌者会升级冲突,而捍卫受害者会降低冲突的升级.
- 社会生态视角和自决理论为理解和干预课堂欺凌提供了一个框架.
研究的目的:
- 调查是否以支持自主,非控制的教学方法培训的教师可以培养一种课堂气候,促进捍卫旁观者行为,减少被动和强化旁观者行为.
- 在中学环境中检查教师的激励风格,课堂气候和学生旁观者行为之间的关系.
主要方法:
- 研究1:一个集群随机对照试验,涉及38名韩国中学教师和1084名学生,评估了自主支持性教学干预对课堂气候和旁观者行为在学年中的影响.
- 研究2:一项涉及629名学生和11名教师的相关研究,检查了教师自主支持的感知,控制教学风格,课堂气候维度和旁观者行为之间的联系.
- 这两项研究都使用多层结构方程建模 (SEM) 和调解分析来分析数据.
主要成果:
- 干预组的教师创造了一个更有支持性的课堂气候,这显著增加了捍卫旁观者的行为,并减少了被动和加强旁观者的行为.
- 在研究2中,自主支持教学预测了支持的气候,而控制教学预测了冲突的气候. 支持气候促进了防御和减少了被动旁观者行为,而冲突气候增加了被动和加强旁观者行为.
结论:
- 教师可以接受培训,培养支持自主性的课堂环境,积极影响同学互动和旁观者对欺凌的反应.
- 创造一个支持性的课堂气候对于鼓励亲社会旁观者行为至关重要,例如捍卫受害者,并减轻负面旁观者角色.
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