Jungert Tomas, Piroddi Barbara, Thornberg Robert
Lund University, Sweden.
University of Turin, Italy.
J Adolesc. 2016 Dec;53:75-90. doi: 10.1016/j.adolescence.2016.09.001. Epub 2016 Sep 18.
The aim of this study was to investigate whether various dimensions of student-teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student-teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student-teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims. Different forms of motivation to defend were found to be mediators between student-teacher relationship qualities and bystander behaviors in school bullying. Our findings suggest that teachers should build warm and caring student-teacher relationships to enhance students' autonomous motivation to defend victims of bullying as well as their inclination to defend the victims in practice.
本研究的目的是调查师生关系的各个维度是否与欺凌情境中为受害者辩护的不同动机类型相关联，并确定这些动机类型与意大利青少年早期欺凌情境中各种旁观者行为之间的关联。数据收集自405名在课堂上完成调查的意大利青少年。结果表明，温暖的师生关系与为受害者辩护以及为受害者辩护的自主动机呈正相关。相比之下，冲突性的师生关系与被动旁观以及为受害者辩护的外在动机呈正相关。研究发现，不同形式的辩护动机是师生关系质量与校园欺凌中旁观者行为之间的中介因素。我们的研究结果表明，教师应建立温暖且关怀备至的师生关系，以增强学生为欺凌受害者辩护的自主动机以及他们在实际中为受害者辩护的意愿。
