{"title":"Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study{es}","authors":"Laura Menabò , Simona C.S. Caravita , Grace Skrzypiec , Phillip Slee , Annalisa Guarini","doi":"10.1016/j.ijchp.2024.100451","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><p>Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention.</p></div><div><h3>Aims</h3><p>The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.</p></div><div><h3>Methods</h3><p>Participants (72 students, <em>M</em><sub>age</sub>= 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration).</p></div><div><h3>Results</h3><p>Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups.</p></div><div><h3>Conclusion</h3><p>Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.</p></div>","PeriodicalId":47673,"journal":{"name":"International Journal of Clinical and Health Psychology","volume":null,"pages":null},"PeriodicalIF":5.3000,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1697260024000164/pdfft?md5=e3d63c41e9ebbb9a4c0f1b7d40187d81&pid=1-s2.0-S1697260024000164-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Clinical and Health Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1697260024000164","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
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Abstract
Introduction
Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention.
Aims
The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.
Methods
Participants (72 students, Mage= 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration).
Results
Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups.
Conclusion
Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.
期刊介绍：
The International Journal of Clinical and Health Psychology is dedicated to publishing manuscripts with a strong emphasis on both basic and applied research, encompassing experimental, clinical, and theoretical contributions that advance the fields of Clinical and Health Psychology. With a focus on four core domains—clinical psychology and psychotherapy, psychopathology, health psychology, and clinical neurosciences—the IJCHP seeks to provide a comprehensive platform for scholarly discourse and innovation. The journal accepts Original Articles (empirical studies) and Review Articles. Manuscripts submitted to IJCHP should be original and not previously published or under consideration elsewhere. All signing authors must unanimously agree on the submitted version of the manuscript. By submitting their work, authors agree to transfer their copyrights to the Journal for the duration of the editorial process.
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