Gini Gianluca, Pozzoli Tiziana, Angelini Federica, Thornberg Robert, Demaray Michelle K
Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
Department of Developmental Psychology and Socialization, University of Padua, Padova, Italy.
J Sch Psychol. 2022 Apr;91:146-159. doi: 10.1016/j.jsp.2022.01.005. Epub 2022 Feb 2.
Defending in bullying is a complex, yet important behavior that is likely associated with individual characteristics and group factors that operate simultaneously in the classroom microsystem. However, little research has longitudinally analyzed the role of multiple promoting factors at both the individual and classroom level. Drawing on the social-ecological theory and social-cognitive theory, the present study examined the prospective associations between Fall defending self-efficacy, moral disengagement, moral identity, and moral distress and Spring defending behavior. Participants were 1163 adolescents (48.7% females; M = 13.6, SD = 1.1) attending 67 classrooms in Italian public schools. Defending showed moderate stability over one school year. At the individual level, multilevel analyses showed that T1 self-efficacy for all students, and moral distress for male students, positively predicted T2 defending. Moreover, high moral disengagement negatively predicted T2 defending only when students also reported high levels of moral identity. At the class-level, T1 class defending and class moral identity explained between-class variability in T2 defending. The findings have multiple implications for interventions that aim to increase defending behavior.
在欺凌行为中进行干预是一种复杂但重要的行为，它可能与在课堂微观系统中同时起作用的个体特征和群体因素相关。然而，很少有研究纵向分析个体和课堂层面多种促进因素的作用。本研究借鉴社会生态理论和社会认知理论，考察了秋季干预自我效能感、道德脱离、道德认同和道德困扰与春季干预行为之间的前瞻性关联。参与者为意大利公立学校67个班级的1163名青少年（48.7%为女性；平均年龄M = 13.6，标准差SD = 1.1）。干预行为在一学年中表现出中等程度的稳定性。在个体层面，多层次分析表明，所有学生的T1自我效能感以及男生的道德困扰正向预测T2干预行为。此外，只有当学生也报告了高水平的道德认同时，高道德脱离才会负向预测T2干预行为。在班级层面，T1班级干预和班级道德认同解释了T2干预行为在班级间的差异。这些发现对旨在增加干预行为的干预措施具有多重启示。
