Gratitude for Bystander Action Varies by Peer Intervention and Social Norms.

IF 3 3区 心理学 Q1 Social Sciences School Psychology Review Pub Date : 2025-01-01 Epub Date: 2023-07-16 DOI:10.1080/2372966x.2023.2236008
Hannah Nguyen, Karin S Frey, Huiyu Lin, Adaurennaya C Onyewuenyi
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引用次数: 0

Abstract

Gratitude is associated with increased social integration, which may counter the loneliness stemming from repeated peer victimization. The gratitude youth feel after different types of bystander action may depend on which behaviors are most congruent with personal beliefs. Face and honor cultures provide social norms for expectations and interpretations of behavior, including how to act during and after interpersonal conflict. In the current study, 264 ethnically diverse adolescents (African, European, Mexican-American, and Indigenous) from the Pacific Northwest described past instances when they experienced an act of peer-instigated aggression and subsequent bystander action. We examined how face and honor endorsements predicted victims' gratitude following three different types of bystander action (calm, avenge, and reconcile). Face endorsement predicted higher gratitude for being calmed, whereas honor endorsement predicted higher gratitude for being avenged. Bystander efforts to reconcile conflict elicited the most gratitude but were not related to social norm endorsement. Our findings shed light on the association between social norm endorsement and victimized youths' gratitude for their intervening peers' bystander actions.

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对旁观者行为的感激因同伴干预和社会规范而异
感恩与社会融合的增加有关,这可能会抵消因反复受到同伴伤害而产生的孤独感。年轻人在不同类型的旁观者行为后所感受到的感激可能取决于哪种行为与个人信念最一致。面子文化和荣誉文化提供了对行为的期望和解释的社会规范,包括在人际冲突期间和之后如何行动。在目前的研究中,来自太平洋西北部的264名不同种族的青少年(非洲人、欧洲人、墨西哥裔美国人和土著)描述了他们经历同伴煽动的攻击行为和随后的旁观者行为的过去实例。我们研究了面子和荣誉支持如何预测受害者在三种不同类型的旁观者行为(冷静、报复和和解)后的感激之情。面子背书对平静的感恩程度更高,而荣誉背书对复仇的感恩程度更高。旁观者调解冲突的努力引起了最多的感激,但与社会规范认可无关。我们的研究结果揭示了社会规范认同与受害青少年对同伴的旁观者行为的感激之间的联系。
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来源期刊
School Psychology Review
School Psychology Review Social Sciences-Education
CiteScore
6.90
自引率
20.00%
发文量
54
期刊介绍: School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.
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