PDF(Pubmed)
Abstract：
UNASSIGNED: Previous research showed that bullying experiences are associated with different ways of interpreting and behaving in bullying dynamics. However, it remains uncertain whether these distinctions can already be present during the first step of information processing: the allocation of attention.
UNASSIGNED: The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.
UNASSIGNED: Participants (72 students, Mage= 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration).
UNASSIGNED: Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups.
UNASSIGNED: Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.
UNASSIGNED: The study explored attentional patterns of Italian students with different bullying experiences in daily life while observing different roles represented through bullying vignettes.
UNASSIGNED: Participants (72 students, Mage= 11.18) were categorized as victims, bully-victims, or not involved based on their scores on a self-report questionnaire. They observed 9 bullying vignettes on which different portraits were presented (bully, victim, pro-bully, defender, bystander) while the eye-tracker registered attentional indexes (fixation, visit and duration).
UNASSIGNED: Kruskal- Wallis and pairwise comparisons revealed a significant effect for the portraits of the bully and the pro-bully as bully-victims exhibited greater fixations and visits than victims, while students not involved showed no significant differences with the other groups.
UNASSIGNED: Our research reveals that bully-victims focused more on threatening cues while victims diverged their gaze from them, confirming that the experience of bullying influences how they explore aggressive situations. Learning how involved students direct their attention helps us understand different responses, leading to powerful interventions.
摘要：
■先前的研究表明，欺凌经历与欺凌动态中的不同解释和行为方式有关。然而,在信息处理的第一步:注意力的分配中，这些区别是否已经存在仍然不确定。
■该研究探索了在日常生活中具有不同欺凌经历的意大利学生的注意模式，同时观察通过欺凌小插曲代表的不同角色。
■参与者（72名学生，法师=11.18）被归类为受害者，欺凌受害者,或者根据他们在自我报告问卷上的分数不参与。他们观察到9个欺凌小插图，上面展示了不同的肖像(欺凌，受害者,亲欺凌者,辩护人,旁观者)，而眼睛跟踪器记录了注意力指数(固定，访问和持续时间)。
■Kruskal-Wallis和成对比较显示，欺凌者和亲欺凌者的肖像具有显着影响，因为欺凌者比受害者表现出更大的关注和访问，而未参与的学生与其他组没有显着差异。
■我们的研究表明，欺凌受害者更多地关注威胁线索，而受害者则将目光与他们分开，确认欺凌的经历会影响他们如何探索攻击性情况。学习参与的学生如何引导他们的注意力有助于我们理解不同的反应，导致强有力的干预。
■该研究探索了在日常生活中具有不同欺凌经历的意大利学生的注意模式，同时观察通过欺凌小插曲代表的不同角色。
■参与者（72名学生，法师=11.18）被归类为受害者，欺凌受害者,或者根据他们在自我报告问卷上的分数不参与。他们观察到9个欺凌小插图，上面展示了不同的肖像(欺凌，受害者,亲欺凌者,辩护人,旁观者)，而眼睛跟踪器记录了注意力指数(固定，访问和持续时间)。
■Kruskal-Wallis和成对比较显示，欺凌者和亲欺凌者的肖像具有显着影响，因为欺凌者比受害者表现出更大的关注和访问，而未参与的学生与其他组没有显着差异。
■我们的研究表明，欺凌受害者更多地关注威胁线索，而受害者则将目光与他们分开，确认欺凌的经历会影响他们如何探索攻击性情况。学习参与的学生如何引导他们的注意力有助于我们理解不同的反应，导致强有力的干预。
