Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self-efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted in a limited understanding of how these relationships develop over time. This five-wave longitudinal study involving 2507 Swedish students addressed this gap by examining longitudinal associations of defender self-efficacy with defending and passive bystanding. Participating students answered a self-report questionnaire once a year, from fourth to eighth grade. Our findings provide partial evidence for reciprocal associations among the variables. Moreover, there were more significant associations in the traditional than in the random intercept model, thus favoring between-person interpretations of the longitudinal associations. The findings highlight the importance of understanding the link between defender self-efficacy and bystander behavior of peer victimization, and that schools in their efforts in preventing school violence and bullying support students in increasing their defender self-efficacy and capacity in defending.

中文翻译：

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同伴受害中防御者自我效能与防御和被动旁观的相互纵向关联

学校里的同伴受害行为最常发生在有旁观者在场的情况下。当旁观者代表受害者进行干预时，他们往往能成功阻止受害者的行为。防御者的自我效能（即相信自己有能力成功地保护受害者）一直与同伴受害时的更强的防御和更少的被动旁观联系在一起。然而，缺乏纵向研究设计导致人们对这些关系如何随着时间的推移而发展的理解有限。这项涉及 2507 名瑞典学生的五波纵向研究通过检查防守者自我效能感与防守和被动旁观的纵向关联来解决这一差距。从四年级到八年级，参与的学生每年回答一次自我报告问卷。我们的研究结果为变量之间的相互关联提供了部分证据。此外，传统模型中的关联比随机截距模型中的关联更显着，因此有利于纵向关联的人与人之间的解释。研究结果强调了了解维护者自我效能与同伴受害的旁观者行为之间联系的重要性，以及学校在防止校园暴力和欺凌行为方面的努力支持学生提高维护者自我效能和防御能力。