“Stand up for yourself!” Masculine honor beliefs and expectations for bullied youth

IF 3.5 2区 心理学 Q1 PSYCHOLOGY, SOCIAL Personality and Individual Differences Pub Date : 2024-10-24 DOI:10.1016/j.paid.2024.112922
Conor J. O'Dea , Samantha Rapp , Alexandria Archer , Tucker L. Jones , Donald A. Saucier
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Abstract

Masculine honor beliefs dictate that men should build a tough reputation by confronting threats and insults. This ideology has primarily been applied to adults, understanding why men exhibit violence in society. However, recent research suggests that these beliefs may influence how children are expected to respond to bullies which we contend may help to explain children's internalization of aggression and the prevalence of extreme retaliatory violence in schools (e.g., school shootings). Across four studies we showed that, while adults higher in masculine honor beliefs do not necessarily endorse extreme forms of violence in response to bullying, those higher in masculine honor ideologies reported greater endorsement of aggressive confrontations of bullies, more positive perceptions of children who respond aggressively to bullies, backlash boys who do not respond aggressively to bullies, and (surprisingly) report more positive perceptions of bullying behavior. These results suggest that adults higher in masculine honor beliefs may inspire greater bullying behavior and aggression in bullied children.
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"为自己挺身而出!"受欺凌青少年的男性荣誉信念和期望
男子汉的荣誉感决定了男人应该通过对抗威胁和侮辱来建立强硬的名声。这种意识形态主要适用于成年人,以理解为什么男性在社会中会表现出暴力。然而,最近的研究表明,这些信念可能会影响人们期望儿童如何应对欺凌者,我们认为这可能有助于解释儿童攻击行为的内化以及校园极端报复性暴力(如校园枪击案)的盛行。在四项研究中,我们发现,虽然男性荣誉感较强的成年人并不一定赞同以极端形式的暴力来应对欺凌行为,但男性荣誉感较强的成年人更赞同以攻击性的方式对抗欺凌者,对以攻击性方式应对欺凌者的儿童有更积极的看法,对不以攻击性方式应对欺凌者的男孩有更强烈的反感,而且(令人惊讶的是)对欺凌行为有更积极的看法。这些结果表明,成人较高的男性荣誉信念可能会激发受欺凌儿童更多的欺凌行为和攻击性。
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来源期刊
CiteScore
8.50
自引率
4.70%
发文量
577
审稿时长
41 days
期刊介绍: Personality and Individual Differences is devoted to the publication of articles (experimental, theoretical, review) which aim to integrate as far as possible the major factors of personality with empirical paradigms from experimental, physiological, animal, clinical, educational, criminological or industrial psychology or to seek an explanation for the causes and major determinants of individual differences in concepts derived from these disciplines. The editors are concerned with both genetic and environmental causes, and they are particularly interested in possible interaction effects.
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