校园欺凌中的“袖手旁观”:校园氛围、学校联结和道德推脱的作用

doi:10.16187/j.cnki.issn1001-4918.2023.04.14

摘要/Abstract

摘要： 校园欺凌中的局外者行为是指青少年目睹校园欺凌发生时不采取行动,忽视或离开现场。积极的校园氛围能够减少青少年的局外者行为,但学校氛围与局外者行为间的潜在中介机制仍有待进一步研究。基于“认知—情感路径”模型,本研究探讨学校联结(情感因素)、道德推脱(认知因素)在其中的中介作用。通过对1562名青少年进行问卷调查,结果显示:(1)积极的校园氛围对局外者行为具有显著的负向预测作用;(2)学校联结、道德推脱在校园氛围和局外者行为之间起中介作用。具体路径包括:(a)积极的校园氛围显著正向预测学校联结,学校联结显著负向预测局外者行为;(b)积极的校园氛围显著负向预测道德推脱,道德推脱显著正向预测局外者行为;(c)学校联结显著负向预测道德推脱,且学校联结和道德推脱在校园氛围与局外者行为之间起链式中介作用。

关键词: 校园氛围, 学校联结, 道德推脱, 局外者行为, 中介作用

Abstract: Outsider behaviors in school bullying refer to adolescents witness bullying but stay uninvolved and shy away. Previous literature has documented that positive school climate was negatively related to adolescents' outsider behaviors. However, the mediating processes underlying the above relation remains largely unknown. Based on cognitive-emotional pathways model, the present study examined whether school connectedness (emotional factor) and moral disengagement (cognitive factor) served as mediators in the relationship between school climate and adolescents' outsider behaviors. A total of 1562 adolescents was recruited to filled out questionnaires in this study. The results showed that: (1) Positive school climate is negatively related to adolescents' outsider behaviors; (2) School connectedness and moral disengagement mediated this association, which contained three significant mediating pathways: the mediating roles of school connectedness (36.36% of the total effect), moral disengagement (15.15% of the total effect); and the chain mediating roles of school connectedness-moral disengagement (15.15% of the total effect).

Key words: school climate, school connectedness, moral disengagement, adolescents' outsider behaviors, mediation

中图分类号:

B844

鲍振宙, 储怡佳, 王帆, 柳希希. 校园欺凌中的“袖手旁观”:校园氛围、学校联结和道德推脱的作用[J]. 心理发展与教育, 2023, 39(4): 580-589.

BAO Zhenzhou, CHU Yijia, WANG Fan, LIU Xixi. Adolescents' Outsider Behaviors in School Bullying: The Roles of School Climate, School Connectedness and Moral Disengagement[J]. Psychological Development and Education, 2023, 39(4): 580-589.

参考文献

Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53(19), 27-51.
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193-209.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71(2), 364-374.
Bistrong, E., Bottiani, J. H., & Bradshaw, C. P. (2019). Youth reactions to bullying: Exploring the factors associated with students' willingness to intervene. Journal of School Violence, 18(4), 522-535.
Bowlby, J. (1988). Developmental psychiatry comes of age. American Journal of Psychiatry, 145(1), 1-10.
Fontaine, R. G., Fida, R., Paciello, M., Tisak, M. S., & Caprara, G. V. (2014). The mediating role of moral disengagement in the developmental course from peer rejection in adolescence to crime in early adulthood. Psychology, Crime & Law, 20(1), 1-19.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction. Boston, MA: Pearson.
Halgunseth, L. C., Perkins, D. F., Lippold, M. A., & Nix, R. L. (2013). Delinquent-oriented attitudes mediate the relation between parental inconsistent discipline and early adolescent behavior. Journal of Family Psychology, 27(2), 293-302.
Hirschi, T.(1969). Causes of delinquency. Berkeley, CA: University of California Press.
Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290-311.
Jenkins, L. N., & Nickerson, A. B. (2017). Bullying participant roles and gender as predictors of bystander intervention.Aggressive Behavior, 43(3), 281-290.
Jouriles, E. N., Mcdonald, R., Mueller, V., & Grych, J. H. (2012). Youth experiences of family violence and teen dating violence perpetration: Cognitive and emotional mediators. Clinical Child and Family Psychology Review, 15(1), 58-68.
Konishi, C., Hymel, S., Wong, T. K. Y., & Waterhuose, T. (2021). School climate and bystander responses to bullying. Psychology in the Schools, 58(8), 1557-1574.
Mazzone, A., Camodeca, M., & Salmivalli, C. (2018). Stability and change of outsider behavior in school bullying: The role of shame and guilt in a longitudinal perspective. Journal of Early Adolescence, 38(2), 164-177.
McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the national longitudinal study of adolescent health. The Journal of School Health, 72(4), 138-146.
Midgett, A., & Doumas, D. M. (2019). Witnessing bullying at school: The association between being a bystander and anxiety and depressive symptoms. School Mental Health, 11(4), 454-463.
Mulvey, K. L., Gönültaş, S., Goff, E., Irdam, G., Carlson, R., DiStefano, C., & Irvin, M. J. (2018). School and family factors predicting adolescent cognition regarding bystander intervention in response to bullying and victim retaliation. Journal of Youth and Adolescence, 48(3), 581-596.
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120.
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1-15.
Slavish, D. C., & Graham-Engeland, J. E. (2015). Rumination mediates the relationships between depressed mood and both sleep quality and self-reported health in young adults. Journal of Behavioral Medicine, 38(2), 204-213.
Thornberg, R., & Jungert, T. (2013). Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efıcacy. Journal of Adolescence, 36(3), 457-483.
Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene. Western Journal of Emergency Medicine, 13(3), 247-252.
Thornberg, R., Wänström, L., & Pozzoli, T. (2017). Peer victimization and its relation to class relational climate and class moral disengagement among school children. Educational Psychology, 37(5), 524-536.
Troop-Gordon, W., Frosch, C. A., Wienke Totura, C. M., Bailey, A. N., Jackson, J. D., & Dvorak, R. D. (2019). Predicting the development of pro-bullying bystander behavior: A short-term longitudinal analysis. Journal of School Psychology, 77, 77-89.
Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health, 74(7), 293-299.
Yun, H. Y. (2019). New approaches to defender and outsider roles in school bullying.Child Development, 91(4), 814-832.
Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35(2), 151-175.
Zhang, J., Li, D., Ahemaitijiang N., Peng, W., & Wang, Y. (2020). Perceived school climate and delinquency among Chinese adolescents: A moderated mediation analysis of moral disengagement and effortful control.Children and Youth Services Review, 116, Article e105253. https://doi.org/10.1016/j.childyouth.2020.105253
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139-152.
鲍振宙, 张卫, 李董平, 李丹黎, 王艳辉. (2013). 校园氛围与青少年学业成就的关系:一个有调节的中介模型. 心理发展与教育, 29(1), 61-70.
杜建军. (2018). 论新型师生关系的构建——基于哈贝马斯交往行为理论的研究. 河南大学学报, 58(4), 129-135.
方杰, 张敏强. (2012). 中介效应的点估计和区间估计:乘积分布法、非参数Bootstrap和MCMC法. 心理学报, 44(10), 1408-1420.
高玲, 王兴超, 杨继平. (2015). 交往不良同伴对男性未成年犯攻击行为的影响:道德推脱的中介作用. 心理发展与教育, 31(5), 625-632.
高玲, 张舒颉. (2017). 基于情境的青少年道德推脱发展特点研究. 教育理论与实践, 37(19), 42-45.
李树. (2011). 大中小学生学校归属感的比较研究 (硕士学位论文). 安徽师范大学, 芜湖.
马坤. (2015). 特拉华州校园氛围量表中文版用于高中生的信效度研究 (硕士学位论文). 湖南师范大学, 长沙.
全晓洁, 靳玉乐. (2017). 校园欺凌的“道德推脱”溯源及其改进策略. 中国教育学刊, (11), 91-96.
温忠麟, 叶宝娟. (2014). 中介效应分析:方法和模型发展. 心理科学进展, 22(5), 731-745.
吴艳, 温忠麟. (2011). 结构方程建模中的题目打包策略. 心理科学进展, 19(12), 1859-1867.
杨继平, 王兴超, 高玲. (2010).道德推脱的概念、测量及相关变量. 心理科学进展, 18(4), 671-678.
殷颢文, 贾林祥. (2014). 学校联结的研究现状与发展趋势. 心理科学, 37(5), 1180-1184.
张荣荣, 董莉. (2019). 校园欺凌中旁观者行为的作用机制. 心理技术与应用, 7(2),118-128.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 22(12), 942-950.

相关文章 15

[1]	颜志强, 周可, 曾晓, 徐惠, 朱晓倩, 张娟. 学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用[J]. 心理发展与教育, 2023, 39(6): 788-797.
[2]	苑媛, 梁周健, 张丽. 结构性校园氛围与中学生抑郁:社会支持的中介作用和性别的调节作用[J]. 心理发展与教育, 2023, 39(6): 869-876.
[3]	洪新伟, 苗灵童, 范航, 宋明华, 朱婷婷, 刘燊, 张林. 父母婚姻冲突与青少年攻击行为的关系:情绪安全感和学校联结的作用[J]. 心理发展与教育, 2023, 39(5): 726-734.
[4]	汪悦, 熊昱可, 任萍, 杨柳, 苗薇. 受欺负对初中生主动性和反应性攻击的影响:道德推脱和性别的作用[J]. 心理发展与教育, 2023, 39(3): 410-418.
[5]	张林, 陈燕铃, 洪新伟, 赵明玉, 范航, 刘燊. 冷酷无情特质与初中生校园欺凌行为的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 266-275.
[6]	张小敏, 陈欣, 务凯, 赵国祥. 学校联结和学业能力对高中生自尊的影响:一个多层线性模型[J]. 心理发展与教育, 2022, 38(3): 358-365.
[7]	袁言云, 王志航, 孙庆, 王东方, 尹霞云, 黎志华. 累积家庭风险与贫困儿童情绪问题的关系:有调节的中介模型[J]. 心理发展与教育, 2022, 38(1): 100-108.
[8]	张光珍, 梁淼, 梁宗保. 父母教养方式影响学前儿童社会适应的追踪研究:自我控制的中介作用[J]. 心理发展与教育, 2021, 37(6): 800-807.
[9]	陈秀珠, 赖伟平, 麻海芳, 陈俊, 单彦彤. 亲子关系与青少年心理资本的关系:友谊质量的中介效应与学校联结的调节效应[J]. 心理发展与教育, 2017, 33(5): 544-553.
[10]	金童林, 陆桂芝, 张璐, 金祥忠, 王晓雨. 特质愤怒对大学生网络攻击行为的影响:道德推脱的作用[J]. 心理发展与教育, 2017, 33(5): 605-613.
[11]	孙丽君, 杜红芹, 牛更枫, 李俊一, 胡祥恩. 心理虐待与忽视对青少年攻击行为的影响:道德推脱的中介与调节作用[J]. 心理发展与教育, 2017, 33(1): 65-75.
[12]	廖水蓉, 芦咏莉, 陈聆帙, 聂晋文. 学生学业成绩和教师控制知觉对教师差别行为的影响[J]. 心理发展与教育, 2016, 32(3): 330-338.
[13]	鲍学峰, 张卫, 喻承甫, 朱键军, 鲍振宙, 江艳平, 马娜, 吴涛, 陈遵炳. 初中生感知校园氛围与网络游戏成瘾的关系:学业自我效能感的中介效应与父母学业卷入的调节效应[J]. 心理发展与教育, 2016, 32(3): 358-368.
[14]	罗云, 陈爱红, 王振宏. 父母教养方式与中学生学业倦怠的关系:自我概念的中介作用[J]. 心理发展与教育, 2016, 32(1): 65-72.
[15]	刘勤学, 陈武, 周宗奎. 大学生网络使用与网络利他行为:网络使用自我效能和性别的作用[J]. 心理发展与教育, 2015, 31(6): 685-693.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed