Farina Eleonora, Belacchi Carmen
Department of Human Sciences for Education R. Massa, University of Milano-Bicocca, Milan, Italy.
Department of Communication Sciences, Humanities and International Studies, University of Urbino Carlo Bo, Urbino, Italy.
Front Psychol. 2022 Apr 29;13:817245. doi: 10.3389/fpsyg.2022.817245. eCollection 2022.
Moving on to a higher level of schooling represents a crucial developmental challenge for children: studies have shown that transitioning to a new school context can increase the perceived importance of peer acceptance, popularity, and adaptation to the new social environment. The aim of this study was to investigate simultaneously the influence of interpersonal variables (social status indices) and personal variables (empathy and understanding of emotions) on role-taking in bullying episodes (hostile, prosocial, victim, and outsider roles) from a longitudinal perspective. These variables were assessed on 41 children in their last year of kindergarten (t1) and in their 1st year of primary school (t2). The main longitudinal results showed that prosocial behaviors are more stable than hostile, victim, and outsider behaviors. Moreover, social preference-together with affective empathy-at t1 had a clear negative predictive effect on hostile roles at t2, while social preference had a positive effect on prosocial roles at t2. Social impact at t1 negatively predicted being a victim at t2. On the other hand, social preference at t2 was negatively predicted only by the victim role at t1. Social impact at t1 had a significant and negative effect on being victimized at t2 while was negatively predicted at t2 by the outsider at t1. Our study-even if exploratory-seems to highlight the existence of a specific, differentiate effect of two distinct social status indices on the participant role-taking in bullying episodes in the transitional period from kindergarten to primary school.
研究表明，过渡到新的学校环境会增加同伴接纳、受欢迎程度以及适应新社会环境的重要性。本研究的目的是从纵向角度同时调查人际变量（社会地位指标）和个人变量（同理心和情绪理解）对欺凌事件中角色承担（敌对、亲社会、受害者和旁观者角色）的影响。在41名处于幼儿园最后一年（t1）和小学一年级（t2）的儿童中对这些变量进行了评估。主要的纵向研究结果表明，亲社会行为比敌对、受害者和旁观者行为更稳定。此外，t1时的社会偏好以及情感同理心对t2时的敌对角色有明显的负向预测作用，而社会偏好对t2时的亲社会角色有正向作用。t1时的社会影响对t2时成为受害者有负向预测作用。另一方面，t2时的社会偏好仅由t1时的受害者角色负向预测。t1时的社会影响对t2时成为受害者有显著的负向作用，而t1时的旁观者对t2时有负向预测作用。我们的研究——即使是探索性的——似乎也凸显了在从幼儿园到小学的过渡阶段，两种不同的社会地位指标对欺凌事件中参与者角色承担存在特定的、有差异的影响。
