Lorenz Corinna, Nicolay Philipp, Hank Corinna, Huber Christian, Ferdinand Nicola K
Department of Psychology, University of Wuppertal, Wuppertal, Germany.
School of Education, University of Wuppertal, Wuppertal, Germany.
Front Psychol. 2025 Aug 14;16:1625978. doi: 10.3389/fpsyg.2025.1625978. eCollection 2025.
INTRODUCTION/BACKGROUND: This study investigates how social exclusion experiences influence antisocial risk-taking behaviors in adolescents by examining the interplay between classroom social acceptance and experimentally induced social exclusion.
Using a sequential experimental design with students in years 7-9 of the German school system (ages 12-16), we first assessed participants' classroom social acceptance within their classrooms through sociometric measures, then randomly assigned them to experience either experimentally induced social inclusion ( = 65) or exclusion ( = 64) using the Cyberball paradigm, and finally measured their antisocial risk-taking using an adapted Columbia Card Task as well as moral disengagement.
Results revealed a complex relationship whereby social exclusion effects were moderated by pre-existing classroom social acceptance status. Well-integrated adolescents responded to exclusion by reducing antisocial risk-taking when potential harm to others was high, while poorly integrated adolescents demonstrated the opposite pattern, increasing risky choices that could harm others. Our exploratory analysis further indicated that moral disengagement was positively associated with antisocial risk-taking and negatively correlated with classroom social acceptance, particularly among excluded adolescents.
DISCUSSION/CONCLUSIONS: These findings suggest that responses to social exclusion are not uniform but depend critically on adolescents' established social status, contributing to our understanding of the cognitive and social factors that shape decision-making in antisocial contexts during this developmental period.
引言/背景：本研究通过考察课堂社交接纳与实验诱导的社会排斥之间的相互作用，探究社会排斥经历如何影响青少年的反社会冒险行为。
我们采用序贯实验设计，以德国学校系统7至9年级的学生（年龄在12至16岁之间）为研究对象。首先，我们通过社会测量法评估参与者在各自班级内的课堂社交接纳情况；然后，使用Cyberball范式将他们随机分配为体验实验诱导的社会接纳组（n = 65）或社会排斥组（n = 64）；最后，使用改编后的哥伦比亚卡片任务以及道德推脱来测量他们的反社会冒险行为。
结果揭示了一种复杂的关系，即社会排斥效应受到预先存在的课堂社交接纳状况的调节。融入良好的青少年在对他人潜在伤害较高时，会通过减少反社会冒险行为来应对排斥，而融入较差的青少年则表现出相反的模式，增加可能伤害他人的冒险选择。我们的探索性分析进一步表明，道德推脱与反社会冒险行为呈正相关，与课堂社交接纳呈负相关，尤其是在被排斥的青少年中。
讨论/结论：这些发现表明，对社会排斥的反应并非一致，而是严重取决于青少年既有的社会地位，这有助于我们理解在这一发展阶段塑造反社会情境中决策的认知和社会因素。
