ABSTRACT

The aim of this study was to examine how different bystander roles in peer victimisation situations relate to moral disengagement, defender self-efficacy, and student-teacher relationship quality. Self-reported survey data were collected from 333 middle and junior high school students (10–15 years of age) from four schools in Sweden. Random intercept model analyses of factor scores revealed that, when witnessing peer victimisation, students high in moral disengagement and low in defender self-efficacy were more inclined to act as reinforcers or outsiders, and that students high in defender self-efficacy and student-teacher relationship quality were more inclined to act as defenders. Furthermore, examining these relationships within and between classes revealed that reinforcer and outsider behaviours were more common among students who, compared to their classmates, were higher in moral disengagement and lower in defender self-efficacy, whereas defending was more common among students who, compared to their classmates, were higher in defender self-efficacy. The results enrich the knowledge of factors related to different bystander behaviours, which has potential implications for prevention and intervention work.

摘要

本研究的目的是研究在同伴受害情况下不同的旁观者角色如何与道德脱离、捍卫者自我效能感和师生关系质量相关。自我报告的调查数据来自瑞典四所学校的 333 名初中和初中学生（10-15 岁）。因子得分的随机截取模型分析显示，在目睹同伴受害时，道德脱离高和防御者自我效能感低的学生更倾向于充当强化者或局外人，而防御者自我效能感高的学生和学生-教师关系质量更倾向于充当维护者。此外，检查班内和班级之间的这些关系表明，强化行为和外来行为在以下学生中更为常见，与同班同学相比，他们的道德脱离较高而防御者自我效能感较低，而与同学相比，防御者自我效能感较高的学生中防御者更为普遍。结果丰富了与不同旁观者行为相关的因素的知识，这对预防和干预工作具有潜在影响。