Faculty of Psychology and Educational Sciences, University of Louvain, Louvain-la-Neuve, Belgium.
Department of Sociology, University of Groningen, Groningen, The Netherlands.
Child Dev. 2022 Nov;93(6):1873-1888. doi: 10.1111/cdev.13828. Epub 2022 Jul 25.
This three-armed randomized controlled trial examined how moral disengagement and social norms account for change in bullying behavior and their potential as targets of anti-bullying components within separate interventions among 1200 French-speaking Belgian elementary students (48% boys, 9-12 year-olds, 57 classes, nine schools) during 2018-2019 (no ethnicity data available). Mediation analysis revealed that students' moral disengagement successfully decreased (β = -.46), which, in turn, reduced both bullying (β = .33) and outsider behaviors (β = .20), and increased defending (β = -.10). Intervening on social norms decreased bullying (β = -.18), but not through the perceived injunctive class norm as intended. Guidelines to open the "black box" of anti-bullying programs and determine the cost-effectiveness ratio of their components are provided.
这项三臂随机对照试验研究了道德脱离和社会规范如何解释欺凌行为的变化，以及它们在 2018-2019 年期间针对 1200 名讲法语的比利时小学生（48%为男生，9-12 岁，57 个班级，9 所学校）的单独干预措施中作为反欺凌成分的目标的潜力，这些干预措施涉及欺凌行为和社会规范。中介分析显示，学生的道德脱离程度成功降低（β=-.46），这反过来又降低了欺凌（β=.33）和局外行为（β=.20），并增加了辩护行为（β=-.10）。干预社会规范降低了欺凌行为（β=-.18），但没有按照预期通过感知的指令性班级规范来实现。提供了一些指导方针来打开反欺凌计划的“黑箱”，并确定其组成部分的成本效益比。
