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An attributional analysis of observers helping the bully in bullying episodes.

机译：对观察员帮助欺负事件的观察者的归因分析。

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摘要

Student attitudes regarding bullying are mixed. Although most students appear to condemn the behavior (Boulton & Underwood, 1992), a sizable minority group displays beliefs and attitudes supportive of bullying (Rigby & Slee, 1991; Rigby & Slee, 1993). Previous research has also found that students involved in bullying situations can be categorized into different roles based on their behaviors during bullying episodes (Samivalli, Huttunen, & Lagerspetz, 1997). An established method to measure and predict attitudes and thoughts about a person's actions in a situation is to use an attribution framework. Weiner (1995) proposes an attribution model in which the observer's thoughts about a person's responsibility in a given situation give rise to feelings (sympathy or anger), which in turn leads to subsequent behaviors. Numerous studies have found these affective responses to be particularly powerful indicators of subsequent help-giving (for a meta-analytic review, see Rudolph, Roesch, Greitmeyer, & Weiner, 2004). In a sample of 958 middle school students, responses on victim perceived controllability, sympathy, anger, and intentions of helping the bully were obtained for two vignettes depicting an incident of bullying. Participants also answered questions about their own roles in bullying incidents in school. Results indicated that there were significant mean difference in participants' judgments of responsibility, sympathy, anger, and intentions of helping the bully based on the information included in the vignette. Overall, it was found that levels of anger and sympathy toward the victim mediate the relationship between their judgments of responsibility for the victim and their intentions of helping the bully. However, there were differences found in the attribution model based on the participants' self-reported roles in bullying situations as well as their gender. Implications for future research and intervention strategies are further discussed in this paper.
机译：学生关于欺负的态度好坏参半。尽管大多数学生似乎都谴责这种行为（Boulton＆Underwood，1992），但相当数量的少数群体却表现出支持欺凌的信念和态度（Rigby＆Slee，1991； Rigby＆Slee，1993）。先前的研究还发现，参与欺凌情况的学生可以根据他们在欺凌事件中的行为被分为不同的角色（Samivalli，Huttunen和Lagerspetz，1997）。衡量和预测某人在某种情况下的行为的态度和思想的既定方法是使用归因框架。韦纳（Weiner，1995）提出了一种归因模型，在该模型中，观察者对某人在特定情况下的责任的思考会引起感情（同情或愤怒），进而导致随后的行为。大量研究发现，这些情感反应是后续提供帮助的有力指标（有关荟萃分析的信息，请参见Rudolph，Roesch，Greitmeyer和Weiner，2004年）。在958名中学生的样本中，获得了关于受害者被感知的可控性，同情，愤怒和帮助欺负人的意图的回应，这是通过两个描述欺凌事件的小插曲获得的。参与者还回答了有关他们在学校欺凌事件中的角色的问题。结果表明，参与者根据小插图中包含的信息，对责任，同情，愤怒和帮助霸凌的意图的判断存在显着的平均差异。总体而言，人们发现，对受害者的愤怒和同情程度在他们对受害者的责任的判断与他们帮助欺负者的意图之间的关系中起了中介作用。但是，根据参与者在欺负情况下的自我报告角色及其性别，在归因模型中发现差异。本文进一步讨论了对未来研究和干预策略的影响。

著录项

  • 作者

    Bushard, Christopher James.;

  • 作者单位

    University of Montana.;

  • 授予单位 University of Montana.;
  • 学科 Social psychology.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 113 p.
  • 总页数 113
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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