{"title":"Bystander responses in five-steps: Paving road to prosocial intervention to social exclusion through social-cognition","authors":"Serengeti Ayhan, Seçil Gönültaş","doi":"10.1111/bjdp.12513","DOIUrl":null,"url":null,"abstract":"<p>To promote prosocial defending behaviours to social exclusion, it is important to understand the role of social-cognitive factors in bystanders' cognition, judgements and responses. The current research examined how social cognitive skills relate to different aspects of bystanders' cognition, judgements and responses in the five-step intervention model. Data were collected from 96 Turkish children and adolescents (<i>M</i><sub>age</sub> = 12.39 years, <i>SD</i> = 1.74, 59 girls, aged 10–17). Participants were presented with a hypothetical social exclusion scenario and their bystanders' cognition, judgements and responses were measured via five-step intervention model. Theory of mind (ToM), mind-reading motivation (MRM) and empathy were also measured as predictors. Hierarchical regression analyses showed that while ToM and MRM were more likely to predict bystanders' judgements and cognitions around social exclusion, empathy was also found to be correlated with behavioural aspects of bystanders' responses beside cognitions and judgements. Overall, our novel findings provide insight for intervention studies to promote prosocial bystanders' judgements, cognitions and responses by addressing different social-cognitive skills.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12513","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjdp.12513","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
To promote prosocial defending behaviours to social exclusion, it is important to understand the role of social-cognitive factors in bystanders' cognition, judgements and responses. The current research examined how social cognitive skills relate to different aspects of bystanders' cognition, judgements and responses in the five-step intervention model. Data were collected from 96 Turkish children and adolescents (Mage = 12.39 years, SD = 1.74, 59 girls, aged 10–17). Participants were presented with a hypothetical social exclusion scenario and their bystanders' cognition, judgements and responses were measured via five-step intervention model. Theory of mind (ToM), mind-reading motivation (MRM) and empathy were also measured as predictors. Hierarchical regression analyses showed that while ToM and MRM were more likely to predict bystanders' judgements and cognitions around social exclusion, empathy was also found to be correlated with behavioural aspects of bystanders' responses beside cognitions and judgements. Overall, our novel findings provide insight for intervention studies to promote prosocial bystanders' judgements, cognitions and responses by addressing different social-cognitive skills.
期刊介绍:
The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;