Department of Psychology, Illinois State University, Campus Box 4620, Normal, IL, 61901-4620, USA.
J Abnorm Child Psychol. 2014 Feb;42(2):265-76. doi: 10.1007/s10802-013-9770-8.
Given widespread concern associated with school-based bullying, researchers have looked beyond a dyadic perspective (i.e., bullies and victims only), and now consider the broader social ecology of the peer group. In this research, we examined how the behaviors of peer bystanders influence subsequent reactions to bullies and their victims. Two hundred and six 10- to 15-year-old boys (Mage = 12.46) were invited to play a computer game with three other boys allegedly located at another school. Before the start of the game, participants "met the other players" apparently sitting in a waiting room. These child actors depicted an escalating bullying episode in which the behavior of the bystander was manipulated: aide to the bully, defender of the victim, or passive outsider. Immediately after exposure to the bullying, each participant played a ball toss game (Cyberball) with the three other boys in the video. Individual differences among participants were examined as moderators of the effect of bystander behavior on participants' willingness to include the "victim" in the game. Results indicated that, when exposed to a passive bystander, boys' normative beliefs about aggression, as well as their tendency to morally disengage from observed egregious acts, decreased their willingness to include the victim in the game.
鉴于与学校欺凌相关的广泛关注，研究人员不仅关注欺凌者和受害者之间的二元关系，还考虑到同伴群体的更广泛社会生态。在这项研究中，我们研究了同伴旁观者的行为如何影响他们对欺凌者及其受害者的后续反应。206 名 10 至 15 岁的男孩（Mage = 12.46）被邀请与另外三名据称在另一所学校的男孩一起玩电脑游戏。在游戏开始之前，参与者“与其他玩家见面”，显然是坐在等候室里。这些儿童演员描绘了一个不断升级的欺凌事件，旁观者的行为被操纵：帮助欺凌者、保护受害者或被动的局外人。在接触欺凌事件后，每个参与者都与视频中的另外三个男孩一起玩投球游戏（Cyberball）。参与者的个体差异被视为旁观者行为对参与者参与游戏的意愿的影响的调节因素。结果表明，当暴露于被动旁观者时，男孩对攻击性的规范信念，以及他们从观察到的恶劣行为中道德脱离的倾向，降低了他们在游戏中接纳受害者的意愿。
