Where to draw the line? The influence of prior relationship, perpetrator-target sex and perpetrator motivation on the point at which behavior ‘crosses the line’ and becomes stalking

IF 1 3区 社会学 Q2 LAW Behavioral Sciences & the Law Pub Date : 2022-09-05 DOI:10.1002/bsl.2592
Adrian J. Scott, Sofia Stathi, Victoria Burniak
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Abstract

The present study examines the influence of prior relationship (intimate, non-intimate), perpetrator-target sex (male-female, female-male) and perpetrator motivation (romance, upset) on (1) the point at which behavior crosses the line and becomes stalking, and (2) the likelihood of offering five forms of advice to the target (formal support, informal support, protective measures, avoidance measures, threatening action). The study used a 2 × 2 × 2 between-participants experimental design. Four-hundred and sixty-one UK students read one of eight versions of a hypothetical scenario that they were informed may or may not depict a stalking situation. Analyses revealed that 97.8% (n = 451) of participants believed the perpetrator's behavior constituted stalking, and that behavior was perceived to cross the line earlier in the scenario when the perpetrator's motivation was to upset the target in the context of a non-intimate prior relationship only. Prior relationship, perpetrator-target sex and perpetrator motivation also influenced the likelihood of offering various forms of advice to the target. These findings further demonstrate the impact of situational characteristics on perceptions of stalking and highlight the importance of educational campaigns and programs to increase people's understanding of stalking.

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底线在哪里?前一段关系、加害者-目标性别和加害者动机对行为“越界”并成为跟踪行为的影响
本研究考察了前一段关系(亲密、非亲密)、施暴者-目标性别(男性-女性、女性-男性)和施暴者动机(浪漫、沮丧)对以下因素的影响:(1)行为越界成为跟踪的程度;(2)向目标提供五种形式建议(正式支持、非正式支持、保护措施、回避措施、威胁行动)的可能性。本研究采用2 × 2 × 2的被试间实验设计。461名英国学生阅读了8个版本的假设场景中的一个,他们被告知可能会或可能不会描述跟踪情况。分析显示,97.8% (n = 451)的参与者认为行为人的行为构成了跟踪,并且当行为人的动机仅仅是在非亲密的先前关系的背景下扰乱目标时,这种行为被认为是越界的。既往关系、施暴者-目标性别和施暴者动机也影响向目标提供各种形式建议的可能性。这些发现进一步证明了情境特征对跟踪行为感知的影响,并强调了提高人们对跟踪行为理解的教育活动和计划的重要性。
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来源期刊
CiteScore
2.50
自引率
7.10%
发文量
50
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