Romera Eva M, Ortega-Ruiz Rosario, Rodríguez-Barbero Sacramento, Falla Daniel
Department of Psychology, Universidad de Córdoba, Córdoba, Spain.
High School Berenguela, Castilla La Mancha, Spain.
Front Psychol. 2019 Jul 30;10:1753. doi: 10.3389/fpsyg.2019.01753. eCollection 2019.
The important role of morality in the transgressive behavior which occurs within peer groups, such as bullying, has often been observed. However, little attention has been paid to this kind of violence in the initial stages of primary education. This study aims to analyze the attribution of moral emotions (self and other) to victims in different bullying types (verbal, physical, relational, and exclusion) and roles (aggressor and victim). An questionnaire with supporting stick-figure cartoons was used. In total, 1150 schoolchildren between the ages of 6 and 11 years took part in the study (50.3% girls). The results showed that over 80% of schoolchildren had been involved in any type of aggressive behavior, and that there were significant differences by gender, year, and involvement in self- and other-attributed moral emotions. Aggressors showed less shame in general. In self-attribution situations, there was a greater indifference in aggressors. Victims had less shame and greater indifference in self-attributions for verbal and physical aggression. Girls recognized higher percentages of guilt in victims. The main moral emotion in the first stage was shame. This tendency changed to guilt as the children got older in both situations. Results support the need for the study of moral emotions development of victims and aggressors. How the experience of being involved in bullying biases the moral interpretation toward from the feelings of the victim is discussed.
道德在同伴群体中发生的违规行为（如欺凌）中所起的重要作用已常被观察到。然而，在小学教育的初始阶段，这种暴力行为却很少受到关注。本研究旨在分析在不同类型的欺凌行为（言语、身体、关系和排斥）及角色（欺凌者和受害者）中，受害者的道德情感（自我和他人归因）。研究使用了带有辅助简笔漫画的问卷。共有1150名6至11岁的学童参与了该研究（女孩占50.3%）。结果显示，超过80%的学童曾参与过任何类型的攻击行为，并且在性别、年级以及自我和他人归因的道德情感参与方面存在显著差异。总体而言，欺凌者表现出较少的羞耻感。在自我归因的情况下，欺凌者表现出更大的冷漠。在言语和身体攻击的自我归因中，受害者的羞耻感较少且冷漠感更强。女孩在受害者中识别出更高比例的内疚感。第一阶段的主要道德情感是羞耻感。随着孩子年龄的增长，在这两种情况下，这种倾向都转变为内疚感。研究结果支持了对受害者和欺凌者道德情感发展进行研究的必要性。文中还讨论了参与欺凌的经历如何使对受害者感受的道德解读产生偏差。
