Institute of Psychology, Czech Academy of Sciences, Hybernska 8, Prague, 110 00, Czech Republic.
Faculty of Psychology, University of Vienna, Liebiggasse 5, 1010, Vienna, Austria.
J Youth Adolesc. 2018 Nov;47(11):2424-2439. doi: 10.1007/s10964-018-0918-2. Epub 2018 Aug 30.
Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; M at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.
规范被认为是为受害同伴辩护的社会-生态环境的重要特征，但关于同伴和教师施加的学生感知的规范性规范（关于辩护的适当性）对辩护的贡献知之甚少。为了研究这些规范在辩护中的作用，对 751 名早期青少年（51%为女性；第一次测量时 13 岁）进行了两次评估。通过同伴和自我评估衡量的辩护在六个月的时间内略有下降。三层模型（以时间、学生和班级为层次）表明，无论关于辩护的信息来源（同伴或自我）如何，个体和班级层面感知到的同伴规范性规范（而不是教师规范性规范）都对随着时间的推移对辩护产生积极影响。这些发现支持通过同伴规范鼓励辩护的项目。
