Knowing which intervention strategies work best and for which student is essential for teachers when they intervene in cases of bullying. The effects of teachers’ (1) condemning, (2) empathy-raising, and (3) combined (including elements of both) messages on students’ intention to stop bullying were tested in a between-subject experimental design. A total of 277 seventh grade students (M_age = 12.93, SD = 0.49; 47% female) were asked to imagine they had bullied a peer and were invited to a discussion with a teacher. They saw a video vignette with one of the above messages. Hierarchical regression analyses indicated that students’ intention to stop bullying was highest among those who saw the combined message. Callous-unemotional traits were negatively, and affective and cognitive empathy positively associated with intention to stop bullying. Students’ level of cognitive empathy moderated the relative effect of the condemning message on intention to stop bullying. At low levels of cognitive empathy, the condemning message was the least effective, whereas among those with high cognitive empathy, all messages were equally likely to lead to intention to stop bullying. Together, the findings suggest that for educators intervening in bullying among adolescents, an approach involving both condemning and empathy-raising messages is the ‘best bet’, most likely to lead to intention to stop bullying.

了解哪些干预策略最有效，哪些学生在教师干预欺凌案件时至关重要。在跨学科实验设计中测试了教师的 (1) 谴责、(2) 提高同理心和 (3) 组合（包括两者的元素）信息对学生停止欺凌意图的影响。共有277名七年级学生（M_年龄 = 12.93，标准差 = 0.49；47% 的女性）被要求想象他们曾欺负过同伴并被邀请与老师讨论。他们看到了带有上述消息之一的视频小插曲。分层回归分析表明，在看到综合信息的人中，学生停止欺凌的意愿最高。冷酷无情的特质是负面的，情感和认知同理心与停止欺凌的意图正相关。学生的认知移情水平调节了谴责信息对停止欺凌意图的相对影响。在认知同理心水平低的情况下，谴责信息的效果最差，而在认知同理心高的人中，所有信息都同样可能导致意图停止欺凌。一起，