Influence of psychological and social factors on bystanders' roles in school bullying among Korean-American students in the United States

被引：22

作者：

Choi, Sumi ^{[1
]}

Cho, Young Il ^{[2
]}

机构：

[1] Pusan Natl Univ, Dept Child Dev & Family Studies, Pusan 609735, South Korea

[2] Arizona State Univ, Dept Psychol, Tempe, AZ 85287 USA

来源：

SCHOOL PSYCHOLOGY INTERNATIONAL | 2013年 / 34卷 / 01期

关键词：

Adolescents; bullying; bystanders; ethnic minority Korean-American; preventive intervention; ETHNIC-IDENTITY; PEER SUPPORT; EXPERIENCES; VICTIMS; EMPATHY; VICTIMIZATION; DISCRIMINATION; ADOLESCENTS; AGGRESSION; FRIENDSHIP;

D O I：

10.1177/0143034311430406

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigated the associations of psychological and social variables with the likelihood of exhibiting three different behaviors as a bystander in a bullying situation. The sample comprised 238 Korean-American and Korean students, from the 3rd to 12th grades, studying in the USA. Students receiving classmate support showed a lower probability of exhibiting outsider behaviors in a bullying situation as compared to non-involvers, whereas those receiving teacher support showed less likelihood of exhibiting assistant, outsider, and defender behaviors as compared to non-involvers. Furthermore, students showing higher responsibility exhibited a lower probability of being a defender group as compared to the non-involvers, while those showing higher empathy demonstrated a greater probability of being in the defender group over non-involvers. The current study discusses the implications for bullying preventive interventions in school settings.

引用

页码：67 / 81

页数：15

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