The Influence Of Emotional Response And Self-Efficacy On Bystander Behavior Of Junior School Students Under Different Attribution Of Interpersonal Responsibility

Bystanders often play a key role in the development of bullying behavior,and as the overall incidence of bullying on campus increases,how to get more bystanders to react positively when witnessing bullying has become the focus of the prevention and treatment of school bullying.In this paper,based on Weiner’s attribution theory,four kinds of bullying situations are created according to the locus and the control of attribution to analyzes how they affect bystander behavior in different situations,and the influence mechanism of interpersonal responsibility attribution on bystander behavior.To further increase the study of bystander behavior and make a contribution on the improvement of school bullying.In this study,811 junior middle school students from a middle school in Guangzhou,Guangdong Province,were selected as subjects to carry out the investigation through the method of situational experiment and questionnaire survey,to explore the relationship among interpersonal attribution of responsibility,emotional response,self-efficacy and bystander behavior.The findings suggest:(1)Anger can positively predict positive bystander behavior and negatively predict negative bystander behavior in the ambiguous situation,internal uncontrollable situation and internal controllable situation,both calm and fear can negatively predict negative bystander behavior.(2)Anger and sadness can positively predict positive bystander behavior in externally uncontrollable situations,calmness can predict both positive and negative behavior bystander behavior.(3)In internal controllable situations,fear’s effect on negative bystander are regulated by self-efficacy.(4)The effect of anger on positive bystander behavior is influenced by self-efficacy in the external uncontrollable situation.(5)The controllability of interpersonal attribution of responsibility can negatively predict the behavior of positive bystanders and positively predict the behavior of negative bystanders.(6)The controllability of interpersonal attribution of responsibility can indirectly influence bystander behavior through the mediating pathway of emotional response(anger,sadness,fear,calmness),i.e.,Weiner’s theory of interpersonal attribution of responsibility also applies to bullying.(7)The moderating effect of self-efficacy during the second half of the“controllability attribution → emotional response(anger,sadness,fear,calmness)→bystander behavior” mediating pathway is not significant.Based on the above conclusions,this study proposes the following practical implications: the head teacher,as the organizer and leader of the class,should carry out the class psychological group activities regularly to convey the correct concept of right and wrong to the students,cultivate the students’ empathy,and create a class atmosphere of mutual help and solidarity;Schools can carry out relevant courses such as "how to implement protective behavior and stop bullying behavior",so that middle school students can master specific intervention means and more students can turn intervention intention into concrete practical actions.Schools or parents should pay attention to timely psychological counseling for bystanders,and professional psychological counseling or counseling can be provided if necessary.