Defending behavior in school bullying: The role of empathic self-efficacy, social preference, and student-teacher relationship

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Social Psychology of Education Pub Date : 2024-02-28 DOI:10.1007/s11218-024-09892-5

Valentina Levantini, Carmen Gelati, Marina Camodeca

引用次数: 0

Abstract

Being able to defend victims of school bullying is central in any intervention; thus, it seems paramount to investigate which factors may contribute to defending behavior. The present report aims to investigate whether empathic self-efficacy is associated with helping behavior and whether interpersonal factors (i.e., social preference and student-teacher relationship) may interact with it. The sample comprised 249 middle-school students (47.80% boys) aged 11–14 years, who received peer nominations on defending behavior and social preference. Self-reports were used to assess empathic self-efficacy and the relationship with the teachers. Results highlight a positive association between empathic self-efficacy and defending behavior when social preference and a positive relationship with teachers were average or high but not when they were low. Results are discussed in light of the importance of considering individual and interpersonal factors to understand defending in bullying situations and to develop intervention programs.

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校园欺凌中的保护行为：移情自我效能感、社会偏好和师生关系的作用

能够保护校园欺凌的受害者是任何干预措施的核心；因此，调查哪些因素可能有助于保护行为似乎至关重要。本报告旨在调查移情自我效能感是否与帮助行为相关，以及人际因素（即社会偏好和师生关系）是否会与之相互作用。样本包括 249 名年龄在 11-14 岁的中学生（男生占 47.80%），他们接受了同伴关于助人行为和社会偏好的提名。自我报告用于评估移情自我效能感以及与教师的关系。结果表明，当社会偏好和与教师的积极关系一般或较高时，移情自我效能感与防卫行为之间存在正相关，但当两者较低时，则不存在正相关。讨论结果的依据是，考虑个人和人际因素对于理解欺凌情况下的防卫行为和制定干预计划非常重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.