职前教师对幼儿欺负行为的反应--年级与共情的作用

Preservice Preschool Teachers' Responses to Bullying Scenarios:the Roles of Grades and Empathy

欺负行为在幼儿园很普遍,对于欺负者和被欺负者均有消极影响,教师对欺负行为的反应具有重要的干预作用。本研究以238名一至四年级职前幼儿园教师为被试,通过人际关系反应量表考察被试的"共情关注"和"个人悲伤",通过6个描述欺负行为的图片故事考察被试对3种不同类型欺负行为的反应(严重性判断、同情程度和干预可能性),结果发现被试对身体欺负的反应最高,对关系欺负的反应最低,而且呈现随年级增长而降低的趋势;被试的"共情关注"随年级增长而降低,"个人悲伤"则随年级增长而上升;低"共情关注"的被试对各种欺负行为的同情程度随年级增长而呈下降趋势,高"共情关注"的被试对各种欺负行为的反应无年级差异;"个人悲伤"负向预测被试对各种欺负情境的干预倾向。学前教育工作者应提高对幼儿欺负行为,尤其是关系欺负行为的重视,并加强自身的共情能力,能够及时对幼儿欺负行为进行恰当的干预。

Bullying is common in preschools, and is negatively related with academic and social outcomes of preschoolers. Preschool teachers play central roles in the intervention of bullying. There were 238 preservice teacher participants in the study, and empathy was measured with the Interpersonal Reactive Index, and Bullying Attitude Questionnaire was used to measure how serious they believed the incident to be, how sympathetic they felt toward the target of the bullying, and how likely they were to intervene in the situation. The results revealed that the respondents rated physical bullying as the most serious, felt most sympathetic to the victims, and were most likely to intervene, while the relational bullying was on the contrast, and showed a tendency of decrease. The participants with higher empathic concern did not show any grade difference in responses to all kinds of bullying, while participants with lower empathic concern showed a tendency of decrease of responses to bullying. The personal distress negatively predicted the participants＇ responses to all kinds of bullying. These results indicate that preschool teachers should pay more attention to bullying, especially relational bullying, and strengthen their ability of empathy and can intervene appropriately.