Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan.
Hong Kong Examinations and Assessment Authority, Wan Chai, Hong Kong.
Br J Educ Psychol. 2020 Jun;90 Suppl 1:224-239. doi: 10.1111/bjep.12319. Epub 2019 Sep 26.
Most bullying incidents occur in the presence of bystanders, with few choosing to intervene. Therefore, the development of a valid instrument to measure individuals' willingness to intervene in bullying is warranted.
This study aimed to develop as well as validate a self-reported willingness to intervene in bullying scale (WIBS) for secondary school students.
Two junior high school students' samples (N = 553; N = 950) in Taiwan were collected for both scale revision and scale validation.
This study examined whether 'perceived severity of bullying' and 'self-efficacy of intervention' were important attributes of the willingness to intervene in bullying. The partial credit model (PCM) and the model with internal restriction of item difficulty (MIRID) were utilized to fit the data.
The WIBS had good model-data fit with both the PCM and the MIRID, and it suggested (via the MIRID) that 'perceived severity of bullying' and 'self-efficacy of intervention' are important components of the willingness to intervene in bullying scenarios, although the latter component had greater weight than did the former. Moreover, the willingness to intervene was related to the pro-victim attitude and self-reported defending behaviours.
Students' willingness to intervene in school bullying situations could be explained by their self-efficacy in stopping bullying and their perceived severity of bullying incidents. Therefore, educators and researchers should attempt to raise students' self-efficacy regarding intervention and their perceived severity of all kinds of bullying to promote their willingness to intervene in school bullying situations.
大多数欺凌事件都发生在旁观者在场的情况下，很少有人选择干预。因此，开发一种有效的工具来衡量个人干预欺凌的意愿是必要的。
本研究旨在开发和验证一种用于中学生的自我报告干预欺凌意愿量表（WIBS）。
本研究在台湾收集了两个初中生样本（N=553；N=950），用于量表修订和验证。
本研究考察了“感知欺凌的严重程度”和“干预自我效能”是否是干预欺凌意愿的重要属性。采用部分信用模型（PCM）和项目难度内部限制模型（MIRID）来拟合数据。
WIBS 与 PCM 和 MIRID 都具有良好的模型数据拟合度，并且通过 MIRID 表明，“感知欺凌的严重程度”和“干预自我效能”是干预欺凌场景意愿的重要组成部分，尽管后者比前者具有更大的权重。此外，干预意愿与亲受害者态度和自我报告的防御行为有关。
学生在学校欺凌情况下的干预意愿可以用他们制止欺凌的自我效能感和他们对欺凌事件的感知严重程度来解释。因此，教育者和研究人员应该尝试提高学生对干预的自我效能感和他们对各种欺凌的感知严重程度，以促进他们在学校欺凌情况下的干预意愿。
