{"title":"共同的包容性身份对青少年旁观者帮助同性恋欺凌受害者意愿的益处","authors":"Raquel António, Rita Guerra, Carla Moleiro","doi":"10.1007/s11218-024-09934-y","DOIUrl":null,"url":null,"abstract":"<p>Bystanders’ helping behaviors are essential to mitigate bullying and its consequences, although bystanders do not always intervene on behalf of those who are victimized. One study (<i>N</i> = 170) tested, experimentally, the impact of different forms of common identities (one-group and dual-identity vs. control) on youth (aged between 12 and 19 years) bystanders’ helping behavioral intentions in the context of a common form of bias-based bullying (i.e., homophobic bullying). Results showed that dual-identity triggered more behavioral intentions to help victims of homophobic bullying. Overall, these findings extended previous studies illustrating the potential of common identities to foster bystanders’ helping responses to homophobic bullying episodes in the school context.</p>","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The benefits of common inclusive identities for adolescent bystanders’ intentions to help homophobic bullying victims\",\"authors\":\"Raquel António, Rita Guerra, Carla Moleiro\",\"doi\":\"10.1007/s11218-024-09934-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Bystanders’ helping behaviors are essential to mitigate bullying and its consequences, although bystanders do not always intervene on behalf of those who are victimized. One study (<i>N</i> = 170) tested, experimentally, the impact of different forms of common identities (one-group and dual-identity vs. control) on youth (aged between 12 and 19 years) bystanders’ helping behavioral intentions in the context of a common form of bias-based bullying (i.e., homophobic bullying). Results showed that dual-identity triggered more behavioral intentions to help victims of homophobic bullying. Overall, these findings extended previous studies illustrating the potential of common identities to foster bystanders’ helping responses to homophobic bullying episodes in the school context.</p>\",\"PeriodicalId\":51467,\"journal\":{\"name\":\"Social Psychology of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s11218-024-09934-y\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s11218-024-09934-y","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
The benefits of common inclusive identities for adolescent bystanders’ intentions to help homophobic bullying victims
Bystanders’ helping behaviors are essential to mitigate bullying and its consequences, although bystanders do not always intervene on behalf of those who are victimized. One study (N = 170) tested, experimentally, the impact of different forms of common identities (one-group and dual-identity vs. control) on youth (aged between 12 and 19 years) bystanders’ helping behavioral intentions in the context of a common form of bias-based bullying (i.e., homophobic bullying). Results showed that dual-identity triggered more behavioral intentions to help victims of homophobic bullying. Overall, these findings extended previous studies illustrating the potential of common identities to foster bystanders’ helping responses to homophobic bullying episodes in the school context.
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.
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