ABSTRACT

Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers’ self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers’ as well as the students’ perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students’ perspective, teachers’ empathy was neither connected to the teachers’ intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers’ self-reports. Implications for future research are discussed.

摘要

先前的研究表明，具有更高同理心的教师更愿意干预学生之间的欺凌行为。然而，这些发现是基于假设的欺凌情况和教师的自我报告。在这项对 2,071 名德国学生和他们的 556 名教师的研究中，我们分析了对假设的关系欺凌情况的反应，并从教师和学生的角度回顾性报告了欺凌情况。结果表明，具有较高同理心的教师报告有更强的干预假设性关系欺凌情况的意图，但不太可能干预回顾性报告的欺凌情况。从学生的角度来看，教师的同理心既与教师的干预意图无关，也与在回顾性报告的情况下进行干预的可能性无关。这些不同的结果可以作为一个机会来调查现有的发现是否会受到方法方面的影响，例如教师的自我报告。讨论了对未来研究的影响。