University at Buffalo, the State University of New York, United States of America.
Florida State University, United States of America.
J Sch Psychol. 2020 Apr;79:31-42. doi: 10.1016/j.jsp.2020.03.001. Epub 2020 Apr 1.
The current study investigated associations among cognitive empathy, affective empathy, internalizing problems, and the five steps of the bystander intervention model (notice bullying events, interpret as an event requiring intervention, accept responsibility for intervening, know how to intervene, and act). Participants included 336 fourth and fifth grade students (58.9% boys) at a school in the Midwest region of the United States. Hierarchical regression analyses indicated that greater cognitive empathy was related to noticing bullying events, accepting responsibility to intervene, and knowing how to intervene. Affective empathy was significantly related to the actual act of intervention. Further, significant interactions revealed that affective empathy was positively associated with interpreting bullying as an event that required intervention at low and moderate levels of internalizing problems, but not at high levels of internalizing problems. Overall these findings underscore the need to examine the decision to intervene as the culmination of a series of steps as outlined in the bystander intervention model, with each step potentially influenced by a unique set of precursors.
本研究考察了认知同理心、情感同理心、内化问题以及旁观者干预模型的五个步骤（注意欺凌事件、将其解释为需要干预的事件、接受干预的责任、了解如何干预以及采取行动）之间的关系。参与者包括美国中西部一所学校的 336 名四五年级学生（58.9%为男生）。分层回归分析表明，较高的认知同理心与注意欺凌事件、接受干预责任以及了解如何干预有关。情感同理心与实际干预行为显著相关。此外，显著的交互作用表明，在低和中度内化问题水平上，情感同理心与将欺凌解释为需要干预的事件呈正相关，但在高度内化问题水平上则不是这样。总体而言，这些发现强调了需要将干预决策作为旁观者干预模型中概述的一系列步骤的结果来进行检验，每个步骤都可能受到一组独特的前因的影响。
