从无恨中获得幸福?检视反仇恨言论计划对受害与非受害青年的直接与间接影响。

IF 3.2 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Sebastian Wachs, Catherine Schittenhelm, Maxime Kops, Manuel Gámez-Guadix, Michelle F. Wright
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引用次数: 0

摘要

简介:本研究调查了为期一周的反仇恨言论干预如何促进积极的课堂动态和改善青少年的幸福感。利用社会资本理论,我们研究了课堂凝聚力是否能提高受害学生和非受害学生的幸福感。方法:将德国11所学校12 ~ 16岁青少年820名(M = 13.27, SD = 1.04)分为干预组(n = 567)和对照组(n = 253)。在干预前(T1)和1个月后(T2)进行课堂凝聚力、幸福感和仇恨言论受害的自我报告测量。结果:多层次中介路径分析显示,在受害者子样本中,干预对T2幸福感有显著的直接影响,并通过课堂凝聚力产生中介效应,表明干预具有部分中介作用。相反,在非受害者子样本中,干预对T2幸福感的影响完全由课堂凝聚力介导。因此,干预带来的幸福感的增加可以用课堂凝聚力的提高来充分解释。这表明,与非受害者相比,受害学生从干预中获得了独特的直接利益,除了课堂凝聚力增强的积极影响。结论:该研究强调了在教育环境中培养强大的社会网络作为学生幸福的关键的重要性。这些见解指出了量身定制的干预方法的潜在好处,特别是对于面临与受害相关挑战的学生,并强调了在课堂内建立社会资本的倡议的更广泛的教育价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Happiness Through HateLess? Examining the Direct and Indirect Effects of an Anti-Hate Speech Program on Victimized and Non-Victimized Youth

Happiness Through HateLess? Examining the Direct and Indirect Effects of an Anti-Hate Speech Program on Victimized and Non-Victimized Youth

Introduction

This study investigated how a 1-week anti-hate speech intervention fosters positive classroom dynamics and improves adolescent well-being. Drawing on Social Capital Theory, we examined whether classroom cohesion enhances happiness among victimized and non-victimized students.

Methods

A sample of 820 adolescents aged 12 to 16 (M = 13.27, SD = 1.04) from 11 German schools was divided into an intervention group (n = 567), which participated in the intervention, and a control group (n = 253). Self-report measures of classroom cohesion, happiness, and hate speech victimization were administered before the intervention (T1) and again 1 month later (T2).

Results

Multilevel mediation path analysis revealed that, within the victim subsample, the intervention had a significant direct effect on T2 happiness and mediated effect through classroom cohesion, indicating partial mediation. Conversely, in the non-victim subsample, the effect of the intervention on T2 happiness was fully mediated by classroom cohesion. Hence, the increase in happiness resulting from the intervention can be fully explained by improvements in classroom cohesion. This suggests that, in contrast to non-victims, victimized students derive unique direct benefits from the intervention, in addition to the positive impact of enhanced classroom cohesion.

Conclusions

The study underscores the significance of fostering strong social networks in educational settings as a key to student happiness. These insights point toward the potential benefits of tailored intervention approaches, particularly for students facing challenges related to victimization, and highlight the broader educational value of initiatives that build social capital within classrooms.

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来源期刊
Journal of Adolescence
Journal of Adolescence PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
6.40
自引率
2.60%
发文量
123
期刊介绍: The Journal of Adolescence is an international, broad based, cross-disciplinary journal that addresses issues of professional and academic importance concerning development between puberty and the attainment of adult status within society. It provides a forum for all who are concerned with the nature of adolescence, whether involved in teaching, research, guidance, counseling, treatment, or other services. The aim of the journal is to encourage research and foster good practice through publishing both empirical and clinical studies as well as integrative reviews and theoretical advances.
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