School of Psychology, Cardiff University, Wales, UK.
Br J Educ Psychol. 2012 Jun;82(Pt 2):241-56. doi: 10.1111/j.2044-8279.2011.02023.x. Epub 2011 Feb 23.
Research on bullying increasingly focuses on social processes, showing that group membership affects children's responses to bullying scenarios. Additionally, correlational research has shown links between norms of cooperation and prosocial behaviour, and between competition and more aggressive forms of behaviour.
This paper focuses on how children's peer group membership affects their group-based emotions in response to an intergroup bullying incident, and the action tendencies that these emotions predict, in the context of different background norms (for competitive or cooperative behaviour).
Italian schoolchildren, 10-13 years old (N= 128, 65 males) took part in this study.
Participants were randomly assigned to the group of a perpetrator, target, or third-party group member described in a scenario. Next, they played a game designed to induce a cooperative, competitive, or neutral norm, and read the scenario. They then answered a questionnaire measuring their group-based emotions.
Results underscored the role of norms and group processes in responses to bullying. In particular, children exposed to a cooperative norm expressed less pride and more regret and anger about the bullying than those in other conditions.
This study indicates that the influence peer groups have on bullying may be tempered by the introduction of a cooperative normative context to the school setting.
欺凌行为的研究越来越关注社会过程，表明群体成员身份会影响儿童对欺凌场景的反应。此外，相关研究表明合作规范和亲社会行为之间，以及竞争和更具攻击性行为之间存在联系。
本文聚焦于同伴群体成员身份如何影响儿童对群体间欺凌事件的群体情绪，以及这些情绪预测在不同背景规范（合作或竞争行为）下的行为倾向。
意大利学龄儿童（10-13 岁，N=128，65 名男性）参与了这项研究。
参与者被随机分配到场景中描述的加害者、受害者或第三方群体成员的小组。然后，他们玩一个旨在诱导合作、竞争或中性规范的游戏，并阅读该场景。之后，他们回答了一份衡量他们群体情绪的问卷。
结果强调了规范和群体过程在欺凌反应中的作用。特别是，暴露于合作规范的儿童对欺凌行为的自豪感较低，遗憾和愤怒感较高，而其他条件下的儿童则没有这种表现。
这项研究表明，通过向学校环境引入合作规范，同伴群体对欺凌行为的影响可能会受到影响。
