University of Padova, Padova, Italy.
Child Dev. 2012 Nov;83(6):1917-31. doi: 10.1111/j.1467-8624.2012.01831.x. Epub 2012 Aug 7.
This study investigates possible individual and class correlates of defending and passive bystanding behavior in bullying, in a sample of 1,825 Italian primary school (mean age=10 years 1 month) and middle school (mean age=13 years 2 months) students. The findings of a series of multilevel regression models show that both individual (e.g., provictim attitudes and perceived peer pressure for intervention) and class characteristics (e.g., class provictim attitudes, peer injunctive norms, and descriptive norms) help explain defending and passive bystanding behavior in bullying. These results significantly expand previous findings in this field, by demonstrating the need for a social-ecological approach to the study of the different aspects of bullying. Implications for antibullying programs are discussed.
本研究调查了意大利小学（平均年龄为 10 岁 1 个月）和中学（平均年龄为 13 岁 2 个月）学生样本中，在欺凌行为中，保护者和被动旁观者行为的可能个体和群体相关性。一系列多层次回归模型的结果表明，个体特征（例如，对受害者的态度和干预的同伴压力感知）和班级特征（例如，班级对受害者的态度、同伴规范和描述性规范）有助于解释欺凌行为中的保护者和被动旁观者行为。这些结果通过证明需要采用社会生态方法来研究欺凌行为的不同方面，大大扩展了该领域的先前发现。讨论了对反欺凌计划的影响。
