文献类型：期刊文献

英文题名：Preservice Preschool Teachers' Responses to Bullying Scenarios: The Roles of Years of Study and Empathy

作者：Huang, Heqing[1];Liu, Yanchun[2];Chen, Yulu[3]

第一作者：Huang, Heqing

通讯作者：Huang, HQ[1]

机构：[1]Capital Normal Univ, Lab Infant & Child Learning Dev, Coll Presch Educ, Beijing, Peoples R China;[2]Hubei Normal Univ, Dept Psychol, Coll Educ Sci, Huangshi, Peoples R China;[3]Beijing Union Univ, Dept Psychol, Teachers Coll, Chaoyang, Peoples R China

第一机构：Capital Normal Univ, Lab Infant & Child Learning Dev, Coll Presch Educ, Beijing, Peoples R China

通讯机构：[1]corresponding author), Capital Normal Univ, Lab Infant & Child Learning Dev, Coll Presch Educ, Beijing, Peoples R China.

年份：2018

卷号：9

期号：FEB

外文期刊名：FRONTIERS IN PSYCHOLOGY

收录：;Scopus(收录号：2-s2.0-85042212461);WOS:【SSCI(收录号:WOS:000425540700001)】；

基金：This study was supported by the Science and Technology Projects of Beijing Municipal Education Commission, China (SQKM201710028022). This study was also supported by the Infant and Child Development Laboratory. Moreover, we appreciate all the individuals who provided assistance or participated in our study.

语种：英文

外文关键词：preservice teachers; bullying; empathic concern; personal distress; preschool teachers; empathy

摘要：The present study is aim to examine whether preservice preschool teachers' respond differently to physical, verbal and relational bullying, and how their years of study and trait empathy related their responses. There were 242 preservice teachers in the present study. Empathy was measured with the self-report Interpersonal Reactive Index; the Bullying Attitude Questionnaire was used to assess their perceptions of incident seriousness, their sympathy toward the victim of the bullying, and their possibility to intervene in the situation. The results revealed that the participants responded most to physical bullying and least to relational bullying. Interestingly, responses to relational bullying tended to decrease during the university period. The empathy dimensions played different roles in the participants' responses to bullying, while cognitive empathy have little relationship with the participants' responses to bullying, emotional empathy played a more complex role in the participants' responses to bullying: empathic concerns moderated the relationship between years of study and responses to bullying, and personal distress negatively predicted the participants' responses to all types of bullying. The implications for bullying intervention and the suggestion for teacher education are discussed.