旁观者作为校园欺凌角色中的重要一环,其对欺凌的态度以及与欺凌者和受欺凌者之间或积极或消极的互动影响校园欺凌事件发展趋势。旁观者在校园欺凌事件中的表现受到个人特质、道德推脱水平、共情能力等个人因素和对校园欺凌事件的认知、在场人数等环境因素的影响产生行为分化,通常分为主动干预、默默观察、逃避或参与欺凌四种类型。旁观者的积极干预行为能够阻止欺凌事件的升级和恶化,消极旁观者行为助长欺凌者的气焰,使被欺凌者感到孤立无援。因此,通过梳理以往研究中影响旁观者参与或干预校园欺凌的因素,为促进消极旁观者向积极旁观者转变提供依据。针对旁观者在校园欺凌事件中所起到的作用,提出相应的教育措施,从而减少校园欺凌事件的发生。As an important part of the school bullying role, bystanders’ attitudes toward bullying and their interactions, either positive or negative, with both the bully and the bullied influence school bullying trends. Bystanders’ performance in school bullying incidents is affected by personal factors such as personal traits, level of moral excuses, and empathy, as well as factors such as perceptions of school bullying incidents and the number of people present to generate behavioral differentiation, which is usually classified into four types: active intervention, silent observation, avoidance, or participation in bullying. Positive bystander intervention behaviors can prevent bullying from escalating and worsening, and negative bystander behaviors contribute to the bullying and make the bullied feel isolated. Therefore, by sorting out the factors affecting bystanders’ participation or intervention in school bullying in previous studies, we provide a basis for promoting the transformation of negative bystanders to positive bystanders. In response to the role played by bystanders in school bullying incidents, appropriate educational measures
