Abstract Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate.

中文翻译：

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西班牙和荷兰中学生的同辈欺凌，自我维护的认知扭曲和学校道德氛围感知/西班牙和荷兰中学生的骚扰，为自己的利益而造成的认知扭曲以及对学校道德氛围的感知

摘要调查了学生在传统的欺凌和网络欺凌中的作用，包括自我服务的认知扭曲（SSCD），对学校道德氛围的感知和欺凌观察。参加者是来自西班牙（n = 568； 286名女孩）和荷兰（n = 421； 223名女孩）的中学生。结果表明，在这两个国家的样本中，欺凌者和欺凌受害者均具有较高的SSCD水平。直接参与传统欺凌情况的西班牙和荷兰学生都表现出对学校道德氛围的更多负面看法。在网络欺凌情况下，旁观者在学校道德氛围感知方面的得分要高于欺凌者和欺凌受害者。此外，在受害群体中，学校的道德氛围感知与传统的欺凌行为呈负相关，并针对受害者和旁观者进行网络欺凌观察。目前的发现表明，未来的研究应集中在这些因素的因果关系上，其中可能包括测量旨在减少SSCD的欺凌者和旁观者以及改善学校道德氛围的干预措施对欺凌流行的影响。