学校环境下欺凌旁观者保护行为的塑造机制与治理路径OACHSSCD

The school climate serves as a pivotal microenvironment for the development of adolescents'social behaviors and constitutes a critical component of school bullying intervention and governance.Previous research has indicated that adverse peer relationships are a key school environmental risk factor for predicting bullying and victimization,whereas bystander defending behaviors constitute one of the critical school environmental protective factors in terminating bullying events.However,traditional studies have mostly adopted a static perspective to focus on the predictive effects of a limited number of variables on bystander defending behaviors,thus failing to address the scientific question regarding the complex psychological mechanisms underlying why bystanders make divergent behavioral choices in real-world contexts.Furthermore,theoretically-driven variable selection and linear analytic approaches have also constrained the discovery of potential pathways,failing to illuminate the intrinsic psychological processes underlying the bystanders'behavioral decision-making.To address these gaps,the present study attempts to adopt a dynamic perspective of situational interactions,focusing on constructing a three-stage psychological decision-making framework that illustrates how school climate,interpersonal interactions,and bystanders'personal traits shape bystander defending behaviors through the psychological processes of event identification,emotional experience,and risk-benefit trade offs.These results may provide innovative insights for developing a scientifically sound and comprehensive model of school bullying governance.