The current study investigated associations among cognitive empathy, affective empathy, internalizing problems, and the five steps of the bystander intervention model (notice bullying events, interpret as an event requiring intervention, accept responsibility for intervening, know how to intervene, and act). Participants included 336 fourth and fifth grade students (58.9% boys) at a school in the Midwest region of the United States. Hierarchical regression analyses indicated that greater cognitive empathy was related to noticing bullying events, accepting responsibility to intervene, and knowing how to intervene. Affective empathy was significantly related to the actual act of intervention. Further, significant interactions revealed that affective empathy was positively associated with interpreting bullying as an event that required intervention at low and moderate levels of internalizing problems, but not at high levels of internalizing problems. Overall these findings underscore the need to examine the decision to intervene as the culmination of a series of steps as outlined in the bystander intervention model, with each step potentially influenced by a unique set of precursors.

目前的研究调查了认知同理心、情感同理心、内化问题和旁观者干预模型的五个步骤（注意欺凌事件、解释为需要干预的事件、接受干预的责任、知道如何干预和行动）之间的关联。参与者包括美国中西部地区一所学校的 336 名四年级和五年级学生（男生占 58.9%）。层次回归分析表明，更强的认知同理心与注意到欺凌事件、接受干预的责任以及知道如何干预有关。情感移情与实际干预行为显着相关。更远，显着的交互作用表明，情感同理心与将欺凌解释为需要在低水平和中等水平的内化问题上进行干预的事件呈正相关，但在高水平的内化问题上则不然。总体而言，这些发现强调需要将干预决定作为旁观者干预模型中概述的一系列步骤的高潮进行检查，每个步骤都可能受到一组独特的前兆的影响。