Classroom norms of bullying and group school bullying: a mediated moderation model

被引：3

作者：

Chen, Yanling ^{[1
,2
]}

Wang, Siyao ^{[1
,2
]}

Jiao, Lan ^{[1
,2
]}

Zhang, Lin ^{[1
,2
]}

机构：

[1] Ningbo Univ, Dept Psychol, 818,Fenghua Rd, Ningbo 315211, Peoples R China

[2] Ningbo Univ, Inst Psychol, 818,Fenghua Rd, Ningbo 315211, Peoples R China

来源：

CURRENT PSYCHOLOGY | 2024年 / 43卷 / 11期

关键词：

Classroom norms of bullying; Collective guilt; Collective moral disengagement; Group identity; Group school bullying; IDENTITY; ADOLESCENTS; ATTITUDES; BEHAVIOR; GUILT; PEER;

D O I：

10.1007/s12144-023-05125-8

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Previous studies have primarily concentrated on the factors influencing bullying at the individual level; few studies have explored it at the collective level. To fill this research gap, this research explored the relationship between classroom norms of bullying and group school bullying, the moderating role of group identity, and the mediating role of collective moral disengagement and collective guilt at the class level. This is a cross-sectional study, a total of 1025 middle school students in 29 classes in China were surveyed in the fall semester of 2020 (Mage = 14.82 years; 49% female). The results confirmed that: (1) classroom norms of bullying were positively correlated with group school bullying; (2) group identity moderated the relationship between classroom norms of bullying and group school bullying; (3) this moderating effect is owing to the mediating effect of collective moral disengagement and collective guilt. Hence, the role of classroom norms, as well as students' moral cognition and emotion, should be considered in the prevention and intervention of group school bullying.

引用

页码：9899 / 9908

页数：10

共 30 条

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