Empathy and Defender Role in Bullying at School: Student-Teacher Relationship as Mediator

• Rizkyanti, Charyna Ayu ^[1] ; Wahyuni, Citra ^[2] ; Alatas, Shofia ^[1]
  1. [1] Universitas Pancasila

     Universitas Pancasila

     Indonesia

     
  2. [2] Department of Islamic Psychology, UIN Raden Intan Lampung
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 19, Nº. 54 (Septiembre), 2021, págs. 227-246
• Idioma: inglés
• DOI: 10.25115/ejrep.v19i54.3564
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción. Aunque muchas investigaciones han mostrado una fuerte relación entre la empatía y el rol de defensor, se sabe menos acerca de cómo la relación alumno-maestro medió esas variables. Nuestra principal hipótesis fue revelar si la relación alumno-profesor podría estar mediando el efecto de la empatíaafectiva y cognitiva sobre el papel defensor del acoso escolar.

    Método.Se seleccionaron un total de 311 participantes de 2 escuelas secundarias en el sur de Yakarta. Los estudiantes se refieren a los grados 7-8 con edades comprendidas entre los 13 ylos 15 años (Media= 13.64;SD= .713). Se utilizaron cuatro instrumentos: la escala de empatía básica para medir la empatía afectiva y cognitiva, las conductas durante episodios agresivos y la escala de conducta de los espectadores del estudiantepara medir el rol de defensor y la Percepción del estudiante de la relación afectiva con la escala del maestro.

    Resultados.Los resultados revelaron que la empatía tanto afectiva como cognitiva tiene un efecto positivo en el papel de defensor en situaciones de acoso entre los estudiantes de secundaria. Sin embargo, la empatía cognitiva se encontró positivamente más fuerte en el papel de defensor que en la empatía afectiva. Además, la relación alumno-maestro sólo medió parcialmente el efecto de la empatía tanto afectiva como cognitiva sobre el papel de defensor.

    Discusión y Conclusion: Estos hallazgos enfatizaron la urgencia de un programa integral para crear defensores mejorando la empatía y la relación positiva alumno-maestro para inhibir el comportamiento de intimidación en las escuelas.

  • English

    Introduction. Although much research has shown strong relationship between empathy and defender role, less is known about how student-teacher relationship mediated those variables. Our main hyphotesis was to reveal whether the student-teacher relationship could be mediating the effect of affective and cognitive empathy on the defender role in bullying at school.

    Method. A total of 311 participants were selected from 2 secondary schools in south Jakarta. Students refer to grade 7-8 with ranged in age from 13 to 15 years (Mage = 13.64; SD = .713). There were four instruments used: The Basic Empathy Scale to measure affective and cognitive empathy, Behaviors During Aggressive Episodes and Student Bystander Behavior Scale to measure defender role, and Student Per- ception of Affective Relationship with Teacher Scale.

    Results. The results revealed both affective and cognitive empathy were found having a positive effect on defender role in bullying situation among junior high school stu- dents. However, cognitive empathy was found positively stronger on defender role rather than affective empathy. Furthermore, student-teacher relationship only partially mediated the effect both affective and cognitive empathy on defender role.

    Discussion and Conclusion. These findings emphasized the urgency of comprehensive program to create defender by enhancing empathy and positive student-teacher rela- tionship to inhibit bullying behavior at schools.

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