Macquarie University, Sydney, New South Wales, Australia.
Aggress Behav. 2011 Mar-Apr;37(2):107-20. doi: 10.1002/ab.20375. Epub 2010 Nov 2.
This follow-up study with 1,167 primarily White adolescents (aged 13.45 years at T1, 613 females) examined the impact of self-efficacy for aggression, moral disengagement, and collective efficacy beliefs on peer aggression in schools. Students completed questionnaire measures at the beginning and end of the school year (8 months apart). High aggression efficacy and moral disengagement scores predicted higher frequency of peer aggression over time. Low collective efficacy beliefs regarding the ability of students and teachers to collaboratively act to inhibit peer aggression were also associated with more frequent aggression, although this association was stronger at higher levels of moral disengagement. The findings of this study highlight the need to consider collective efficacy beliefs in conjunction with individual social cognitive processes when seeking to explain aggressive behavior.
本随访研究纳入了 1167 名主要为白人的青少年（T1 时年龄为 13.45 岁，其中 613 名为女性），旨在探讨攻击效能感、道德脱离和集体效能信念对学校同伴攻击的影响。学生在学年开始和结束时（相隔 8 个月）完成问卷调查。随着时间的推移，高攻击效能感和道德脱离得分预示着同伴攻击的频率更高。学生和教师合作抑制同伴攻击能力的集体效能信念较低也与更频繁的攻击有关，尽管这种关联在道德脱离程度较高时更强。本研究结果强调，在寻求解释攻击行为时，需要将集体效能信念与个体社会认知过程结合起来考虑。
