Menabò Laura, Caravita Simona C S, Skrzypiec Grace, Slee Phillip, Guarini Annalisa
Department of Psychology "Renzo Canestrari", University of Bologna, Viale Carlo Berti Pichat, 5, 40127, Bologna, Italy.
Faculty of Arts and Education Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, Kjell Arholms gate 41, 4021 Stavanger, Norway.
Int J Clin Health Psychol. 2024 Apr-Jun;24(2):100451. doi: 10.1016/j.ijchp.2024.100451. Epub 2024 Feb 28.
Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention.
The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.
Participants (72 students, = 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration).
Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups.
Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.
先前的研究表明，欺凌经历与在欺凌动态中不同的解读和行为方式有关。然而，在信息处理的第一步即注意力分配过程中，这些差异是否已然存在仍不确定。
本研究通过观察欺凌小短片中呈现的不同角色，探究了在日常生活中具有不同欺凌经历的意大利学生的注意力模式。
根据一份自我报告问卷的得分，将参与者（72名学生，平均年龄 = 11.18岁）分为受害者、欺凌受害者或未卷入者。他们观看了9个欺凌小短片，这些短片呈现了不同的角色（欺凌者、受害者、支持欺凌者、捍卫者、旁观者），同时眼动仪记录注意力指标（注视、观看次数和持续时间）。
克鲁斯卡尔 - 沃利斯检验和两两比较显示，对于欺凌者和支持欺凌者的角色呈现存在显著影响，因为欺凌受害者比受害者表现出更多的注视和观看次数，而未卷入的学生与其他组相比没有显著差异。
我们的研究表明，欺凌受害者更关注威胁性线索，而受害者则将目光从这些线索上移开，这证实了欺凌经历会影响他们对攻击性行为情境的探索方式。了解涉事学生如何引导他们的注意力有助于我们理解不同的反应，从而进行有效的干预。
