Demol Karlien, Verschueren Karine, Salmivalli Christina, Colpin Hilde
School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
INVEST Research Flagship, Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland.
Front Psychol. 2020 Dec 1;11:592582. doi: 10.3389/fpsyg.2020.592582. eCollection 2020.
Teachers' responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students' own participant role behaviors in actual bullying moderated these effects. The investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students ( = 910; 47% boys; = 11.04 years, = 0.91) read a vignette describing a hypothetical teacher's response to a same bullying incident, following random assignment to one of eight conditions (i.e., four teacher responses × two genders of bully and victim in the vignette). Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette's classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students' own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom.
教师对欺凌事件的反应是学校欺凌干预的关键。学者们认为，教师的反应可以预测与学生欺凌行为相关的认知。然而，对于教师的反应是否以及如何影响这些认知，我们知之甚少。因此，本研究采用实验性短文设计，调查了教师的四种即时反应对与欺凌相关的四种学生认知的影响。此外，还研究了学生在实际欺凌中自身的参与者角色行为是否会调节这些影响。所调查的教师反应包括无反应、安慰受害者、纠正欺凌者以及安慰受害者与纠正欺凌者相结合。所调查的学生认知包括学生对教师对欺凌态度的感知、学生对教师在欺凌方面道德推脱的感知、学生向教师报告欺凌行为的意愿以及学生对课堂中欺凌参与者角色行为的期望。四至六年级的学生（(n = 910)；47%为男生；(M = 11.04)岁，(SD = 0.91)）在被随机分配到八个条件之一（即四种教师反应×短文中欺凌者和受害者的两种性别）后，阅读一篇描述假设教师对同一欺凌事件反应的短文。之后，学生们完成了关于他们社会认知的问卷以及操纵检验。方差分析表明，当假设教师表现出积极反应时，学生们认为教师的反欺凌态度更强，且教师的道德推脱更少。与仅安慰受害者相比，当教师纠正欺凌者时，这些影响甚至更强。此外，与教师仅安慰受害者相比，当教师纠正欺凌者时，学生更愿意报告欺凌行为。最后，与无反应相比，在教师积极反应后，学生预计短文中课堂里的亲欺凌行为会更少，更多的是防卫行为，且受害者会更少。教师的反应对学生认知的影响并未因学生自身在欺凌中的参与者角色而受到调节。综上所述，这些发现强调了教师对欺凌采取积极反应的重要性，尤其是那些明确表明欺凌行为不可容忍的反应。鼓励教师意识到，学生可以从教师的反应中推断出信念，而这些信念反过来又会影响课堂中的欺凌过程。
