Ảnh hưởng của năng lực cảm xúc - xã hội đến hành vi can thiệp của người chứng kiến bắt nạt trực tuyến ở học sinh trung học phổ thông tại Thành phố Hồ Chí Minh
Tóm tắt
This study examines the differential predictive roles of five components of social-emotional competence (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) on bystander intervention behavior in cyberbullying situations among high schoolstudents in Ho Chi Minh City. Data were collected through an online survey administered to 313 high school students (grades 10-12) over a two-month period. Standard multiple regression analysis was conducted to determine the unique contribution of each SEC component in predicting bystander intervention behavior. Results revealed that responsible decision-making emerged as the strongest predictor. The overall model achieved statistical significance, F(5, 307) = 4.495, p < .001, accounting for 6.8% of the variance in bystander intervention behavior (R² = .068, Adjusted R² = .053). These findings suggest that enhancing ethical decision-making and interpersonal competencies, particularly through school-based social-emotional learning programs, may be effective in promoting active bystander intervention against cyberbullying. The study identifies responsible decision-making as a key target for prevention strategies. Limitations include the cross-sectional design which precludes causal inference,self-report measurementsusceptible to social desirability bias, and modest effect size. Longitudinal research and intervention studies are needed to confirm causal pathways.
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