The Influence Of Empathy And Sensitivity On Junior High School Students' Bystander Behavior Under Different Situations Of Bullying Victims

Bullying is a form of aggression defined by repetition,imbalance of rights,and intent to harm.The overall incidence of bullying in schools is on the rise,and with anti-bullying programs increasingly encouraging students to engage in empathy to help fellow victims,the victim's response will influence the actions of bystanders.This paper takes the victim response situation as the starting point,combs the factors that cause bystander's behavior,and expounds how to influence bystander's behavior under different bullying response situations.In order to strengthen and expand the study of bystander effect in school bullying and provide enlightenment for anti-bullying intervention.In this study,736 junior high school students from a middle school in kunming city,yunnan province,were selected as subjects to investigate the characteristics of empathy,moral sensitivity and bystander behavior of junior high school students through questionnaire survey,and to explore the influence of empathy and moral sensitivity on bystander behavior under different bullying response situations.The results show that:(1)empathy,moral sensitivity and bystander behavior are significantly different in demographic variables.Specific performance: girls' empathy score is higher than boys',while boys' negative bystander behavior is much higher than girls'.The moral sensitivity of ethnic minorities is higher than that of the han nationality.The total score of emotional empathy and empathy of students with good family atmosphere was higher than that of students with average family atmosphere,while the moral sensitivity and negative bystander behavior of students with average family atmosphere were higher than that of students with good family atmosphere.The students' moral sensitivity is higher than that of the students who are satisfied with their classmates.Students with a good degree of teacher satisfaction had higher cognitive empathy,total empathy scores and positive bystander behaviors than those with a average degree of teacher satisfaction.Students with a average degree of teacher satisfaction had higher negative bystander behaviors than those with a good degree of teacher satisfaction.The total score of empathy,cognitive empathy and emotional empathy of students with good interpersonal relationship were all higher than those with normal interpersonal relationship,and the moral sensitivity of students with normal interpersonal relationship was higher than those with good interpersonalrelationship.(2)under the passive situation of the victim,the higher the level of individual empathy,the more likely it is to display the positive bystander behavior.Moreover,moral sensitivity has a significant mediating effect between cognitive empathy and the positive bystander behavior,and a significant mediating effect between emotional empathy and the positive bystander behavior.Meanwhile,moral sensitivity is significant between cognitive empathy and negative bystander behavior,as well as between emotional empathy and negative bystander behavior.(3)under the aggressive situation of the victim,cognitive empathy and emotional empathy can directly and negatively predict negative bystander behavior,that is,the lower the level of empathy,the more likely it is that negative bystander behavior will occur.At the same time,moral sensitivity has a significant mediating effect between cognitive empathy and positive bystander behavior,as well as between emotional empathy and positive bystander behavior.However,moral sensitivity was not significant between cognitive empathy and negative bystander behavior,nor between emotional empathy and negative bystander behavior.