校园欺凌旁观者行为选择:共情与风险认知的作用

Bystander Behaviors in School Bullying:the Role of Empathy and Risk Perception

校园欺凌旁观者是目睹或知晓校园欺凌事件正在发生的个人或群体。旁观者行为的性质和方式影响着欺凌事件发展的进程与方向。考察个体以旁观者身份介入欺凌事件时的行为影响机制,有助于开发基于旁观者的校园欺凌预防和干预方案。研究设计了一项2×2混合设计行为实验,考察旁观者的共情与风险认知在其欺凌旁观行为中的作用及其机制。185名中学生参加了实验,并接受事后心理干预。研究发现:共情与风险认知对旁观者行为选择具有显著影响;高共情被试更多选择积极干预行为(制止、劝说、报告、安慰),且情境风险较低时,个体会更多选择积极趋近行为(制止或劝说);低共情被试更多采用消极行为方式(跟随、怂恿、漠视、逃离),且当情境风险较高时,个体会更多选择消极回避行为(漠视或逃离);在校园欺凌预防与干预中,通过提升学生的共情水平,降低情境风险可以有效激发其积极干预的旁观行为。

Bullying bystanders are individuals or groups who witness or know about the process of school bullying events.Bystander’behavior affects the course and direction of school bullying,so exploring the influencing factors of bystander behavior is helpful to develop school bullying intervention programs.An experimental study was designed to explore the influence of empathy and situational risk perception on bystander behavior.185 middle school students participated in the experiment and received psychological intervention afterwards.The results show that empathy and risk perception significantly affected the types of bystander behavior.Participants with high empathy were more likely to choose positive intervention behaviors,and at lower situational risk,individuals were more likely to choose positive approaching behaviors.Low empathy subjects tend to adopt more negative behaviors,and when the situational risk is high,individuals tend to choose more negative avoidance behaviors.By improving students’empathy level and reducing situational risk,students can be motivated to actively intervene school bullying.