Lund University, Box 213, SE-221 00, Lund, Sweden.
Lund University, Box 213, SE-221 00, Lund, Sweden.
J Adolesc. 2019 Dec;77:1-10. doi: 10.1016/j.adolescence.2019.10.001. Epub 2019 Oct 5.
School-based bullying is an omnipresent problem, but is less frequent when bystanders are inclined to defend victims. This makes it important to focus on motivation to intervene in bullying.
202 students (M = 16.44 years, 52% boys) from public Swedish high schools participated in a vignette experiment. Students were randomized to one of two vignettes (victim belonging to/not belonging to ingroup). Self-report measures of motivation to defend and trait anxiety were used.
Participants reported more autonomous motivation when the victim belonged to the ingroup and more extrinsic motivation when the victim did not belong to the ingroup. Trait anxiety interacted with the manipulation: bystanders high in anxiety reported low levels of autonomous motivation when the victim did not belong to the ingroup and low levels of extrinsic motivation when the victim belonged to the ingroup.
Findings suggest that anti-bullying-programs should focus on how defender motivation is influenced by the way in which victim ingroup status is perceived and address the bystander's level of anxiety as this interacts with such perceptions.
校园欺凌是一个普遍存在的问题，但当旁观者倾向于保护受害者时，欺凌行为就会减少。因此，关注干预欺凌行为的动机非常重要。
202 名来自瑞典公立高中的学生（M=16.44 岁，52%为男生）参与了一项情境实验。学生被随机分配到两个情境中的一个（受害者属于/不属于内群体）。使用自我报告的防御动机和特质焦虑测量来评估。
当受害者属于内群体时，参与者报告了更多的自主动机，而当受害者不属于内群体时，参与者报告了更多的外在动机。特质焦虑与实验操纵相互作用：焦虑水平高的旁观者在受害者不属于内群体时报告自主动机水平较低，而在受害者属于内群体时报告外在动机水平较低。
研究结果表明，反欺凌计划应重点关注防御动机如何受到受害者内群体地位感知方式的影响，并解决旁观者的焦虑水平，因为这与这种感知相互作用。
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