On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

Given their ubiquitous presence as witnesses to school-yard bullying, the role of the ‘bystander’ has been studied extensively. The prevalence and behaviour of bystanders to cyberbullying, however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland reported whether they had witnessed traditional and/or cyberbullying, and how they responded to each type. Overlap in bystander roles between online and offline environments was examined, as was their relationship to age and gender. Students who witnessed traditional bullying were more likely to have witnessed cyberbullying. Bystanders’ behaviour was sometimes similar in both contexts of traditional and cyberbullying, mainly if they were outsiders but half of the 256 students who reported witnessing both traditional and cyberbullying, acted in different roles across the two environments. The implications of the findings are discussed in the context of previous research on cyberbullying and traditional-bystanders. Future research should further explore the role of bystanders online, including examining whether known predictors of traditional-bystander behaviour similarly predict cyber-bystander behaviour.     

Perceived severity of school bullying in elementary schools based on participants’ roles

The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity Scale for elementary students were used in this study. A total of 1816 valid surveys completed by students in grades 5 and 6 (mean age = 11.5, SD = .84) were collected. Data were analysed using a mixed-model two-way ANOVA. The results revealed a significant main effect of type of bullying. Physical and verbal bullying were perceived as more severe than relational and cyberbullying. A significant two-way interaction between bullying category and participant role was also identified. Bullies did not perceive the four types of victimisation behaviours differently, whereas victims and bullies/victims both rated physical victimisation as most severe and cyber-victimisation as least severe. However, effect sizes were small. Implications for bullying prevention and intervention are discussed.     

Bullying and repeated conventional transgressions in Swedish schools: How do gender and bullying roles affect students’ conceptions?

Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among bullies, victims, and uninvolved students. Participants included 381 students from 13 elementary schools in Sweden. Findings indicate that children judge bullying as more wrong than repeated conventional transgressions; use moral reasons more frequently in their justifications about bullying than about repeated conventional transgressions; and use conventional reasons more frequently to justify their judgments on repeated conventional transgressions as compared with bullying. Female students and nonbullies judged bullying and repeated conventional transgressions as more wrong and used moral reasons more frequently in their justifications of judgments of bullying than did male students and bullies. Male students reported bullying more than did female students. Implications for practice are also discussed.     

Cognitive underpinnings of moral reasoning in adolescence: The contribution of executive functions

Adolescence is a developmental period characterized by intense changes, which impact the interaction between individuals and their environments. Moral reasoning (MR) is an important skill during adolescence because it guides social decisions between right and wrong. Identifying the cognitive underpinnings of MR is essential to understanding the development of this function. The aim of this study was to explore predictors of MR in typically developing adolescents (n = 92, 33 males, M = 16.3 years, SD = 2.2 years) and the specific contribution of higher order cognitive processing using an innovative visual MR assessment tool and measures of executive functioning and intelligence. MR maturity was correlated with four executive functions (cognitive flexibility, feedback utilization, conceptual reasoning, verbal fluency) and was predicted by four variables: age, intelligence, nonverbal flexibility and verbal fluency. Overall, these results contribute to a better understanding of MR during adolescence and highlight the importance of using innovative tools to measure social cognition.     

Self-blame tendency of bullied victims in elementary and secondary schools

The current scales for self-blame are not suitable for school bullying scenarios and most lack validity. This study used a self-developed scale to measure bullied victims’ tendency to self-blame and further examined whether victims and bully/victims exhibited different tendencies toward self-blame under both bullied and generalized scenarios. The study consisted of 1,320 student participants from grades five to nine. The research instrument was a self-constructed bullied-victim self-blame scale (BSS), and the results were analyzed using the Rasch rating scale model. The Rasch results showed strong evidence of BSS reliability and validity. The results indicated that participants’ self-blaming tendency scores were positively correlated with depression (r = .31). In addition, participants’ self-blaming scores in relational bullying were higher than those in verbal and physical bullying. The self-blaming tendency of bully/victims under bullied scenarios was higher than that of victims, but no difference was found between bully/victims and victims for generalised scenarios. The participants’ tendency to self-blame under generalised scenarios was significantly higher than under bullied scenarios. The tendencies of various roles to self-blame under different scenarios and the self-blaming counselling strategies for victims are discussed at the end of this study.     

初探功能句法中的使役结构（Causative)

该文作者认为讨论功能句法中的使役结构应关注以下问题：（1）明确使役结构的讨论范围;（2）不背离讨论使役结构的初衷－作格分析;（3）使役结构的参与者角色及其个数由过程决定;（4）句法分析要遵循“形式是意义的体现”这一标准。     

Children’s conceptions of bullying and repeated conventional transgressions: moral,conventional, structuring and personal-choice reasoning

This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning.     

道德判断研究的发展历程与理论模型

摘 要:人类社会生活存在着各种各样的道德规范,道德判断在我们的生活中就无处不在。从古至今,许多学者对道德判断的研究着迷,特别是关于道德判断是受情绪控制还是受认知控制这一问题。近年来,关于这一争论的研究成果很丰富,本文梳理了这些有影响的研究成果,阐述各种理论的观点及其研究,分析各理论的局限,以期对深化道德判断的理论与实践研究有所裨益。     

青少年学生言语欺凌行为研究

言语欺凌行为不仅伤害了同伴,也伤害了自己,导致青少年学生对个体生命的漠视,甚至将孕育会欺凌的下一代。而其言语欺凌行为的发生既受社会认知、个体情绪、人格特征等个体因素的制约,也受家庭、校园、社会以及情境等环境因素的影响。我们要通过实施环境干预,解决欺凌问题,加强心理健康教育,展开对话与合作,开展生命教育等一系列措施,以矫正和减少言语欺凌行为。     

员工道德推脱与不道德行为的关系研究

随着社会各领域不断有不道德新闻传出,道德问题日益受到人们的关注.以销售人员为研究被试,选取员工道德推脱为主要研究变量,从组织管理的层面出发,探讨道德推脱对不道德行为的影响.发现：性别、工作年限对道德推脱有显著影响;员工道德推脱水平与不道德行为具有显著正相关关系.     

营造青少年成长的良好道德环境

青少年时期是世界观、人生观、价值观及道德品质形成和发展的关键时期,加强对青少年的道德教育,提高他们的思想道德素质,具有重要的战略意义。而良好的道德环境则是青少年健康成长的必要条件。为此,家庭、学校和社会这三方面必须密切配合,共同担负起培养年轻一代的任务。