Using an accelerated longitudinal design, we investigated developmental changes in young peoples’ evaluations of sexual harassment (SH) and how young peoples’ own experiences with harassment, their perceptions of teacher intervention, as well as how gender and sexual orientation related to their judgments. This study documented significant changes in adolescents’ evaluations of peer-based SH from grades 7 to 10. Overall, there was a significant decrease in the extent to which youth judged SH to be wrong as they progressed through school. Yet, there was also significant variability across youth in their initial judgments at grade 7 and the extent to which their judgments changed over time. Youth judged SH to be less wrong at occasions when they reported engaging in this behavior more frequently. Conversely, youth judged SH to be more wrong at occasions where they saw teachers intervene. In grade 7, girls, youth more frequently reporting seeing teachers intervene, and youth reporting less SH perpetration judged SH as more wrong than boys, those reporting less teacher intervention, and those reporting higher perpetration, respectively. Perceptions of teacher intervention attenuated the grade-related declines in judgments of wrongness. The results of this study have important implications for research and policy related to SH among adolescents.

中文翻译：

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青少年对性骚扰评价的发展变化

我们采用加速纵向设计，调查了年轻人对性骚扰（SH）评价的发展变化，以及年轻人自己的骚扰经历、他们对教师干预的看法，以及性别和性取向与他们的判断有何关系。这项研究记录了从 7 年级到 10 年级青少年对同龄人的 SH 评价的显着变化。总体而言，随着他们在学校的进步，青少年认为 SH 错误的程度显着下降。然而，七年级青少年的最初判断以及随着时间的推移他们的判断发生变化的程度也存在显着差异。当青少年报告自己更频繁地从事这种行为时，他们就会认为 SH 的错误较小。相反，当年轻人看到老师干预时，他们认为 SH 的错误更大。在 7 年级，女生、青少年更频繁地报告看到老师干预，以及报告较少实施 SH 行为的青少年认为 SH 的错误程度分别高于男孩、报告较少教师干预的学生和报告较高实施行为的学生。对教师干预的看法减弱了与成绩相关的错误判断的下降。这项研究的结果对青少年性行为相关的研究和政策具有重要意义。