Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, Israel.
Aggress Behav. 2023 Sep;49(5):509-520. doi: 10.1002/ab.22087. Epub 2023 Apr 26.
Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self-regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bullying by either supporting or opposing bullying. In this research, we examined whether empathy, MD, self-regulation, and mindfulness are significantly associated with probullying, defending, and bystanding behaviors. A total of 429 middle and high school adolescents from Israel (mean age = 16.81 years, SD = 1.62) completed online questionnaires. Through structural equation modeling, we found that empathy was associated with both, self-regulation and defending behaviors. MD was associated with defending and probullying behaviors. Dispositional mindfulness was associated with all three roles we examined. All these relationships were significant and in the expected direction. As mindfulness is a disposition that can be cultivated, this finding may have further implications in programs that aim at reducing school bullying.
过去关于校园欺凌的研究集中在欺凌者的角色上，表明这种主动的欺凌者的特点是同理心低、自我调节能力低和道德脱离（MD）高。最近的研究也表明，性格正念与欺凌之间存在关系。然而，在过去的 20 年里，研究拓宽了这一视角，表明积极和消极的旁观者可能通过支持或反对欺凌在校园欺凌中扮演主要角色。在这项研究中，我们研究了同理心、MD、自我调节和正念是否与支持欺凌、为欺凌辩护和旁观行为显著相关。来自以色列的 429 名中学和高中生（平均年龄=16.81 岁，标准差=1.62）完成了在线问卷。通过结构方程模型，我们发现同理心与自我调节和辩护行为都有关。MD 与辩护和支持欺凌行为有关。正念与我们所研究的所有三个角色都有关。所有这些关系都是显著的，且符合预期的方向。由于正念是一种可以培养的性格，这一发现可能对旨在减少校园欺凌的项目有进一步的影响。
