初中生欺凌者的情感共情缺陷特点

doi:10.19988/j.cnki.issn.2095-1159.2026.05.011

心理研究

2026, Vol. 19

Issue (5): 473-479 DOI: 10.19988/j.cnki.issn.2095-1159.2026.05.011

学校心理研究

本期目录 | 过刊浏览 | 高级检索

初中生欺凌者的情感共情缺陷特点

罗品超¹, 丁楠^1,2

1 华南师范大学心理学院,广州 510631;
2 厦门市莲花中学,厦门 361009

Characteristics of affective empathy deficits in junior high school bullies

LUO Pinchao¹, DING Nan^1,2

1 School of Psychology, South China Normal University, Guangzhou 510631;
2 Xiamen Lianhua Middle School, Xiamen 361009

摘要
图/表
参考文献
相关文章 (4)

全文: PDF (890 KB) HTML (1 KB)
输出: BibTeX | EndNote (RIS)

摘要本研究通过共情准确性任务探究初中生欺凌者在情绪类型共享与情绪强度追踪两个维度上的情感共情特点。筛选130名初中生（欺凌者65名,非欺凌者65名）,通过观看六类情绪视频（高兴、悲伤、愤怒、恐惧、厌恶、平静）,记录被试的情绪反应类型与情绪强度变化。结果表明:欺凌者的情感共情表现出明显受损,对高兴、悲伤和厌恶情绪的情绪类型共享指数显著低于非欺凌者;两组被试在情绪强度追踪指数上无显著差异。结论:初中生欺凌者的情感共情缺陷具有情绪特异性,表现为对高兴、悲伤与厌恶的情绪类型共享受损。这一选择性共情模式为理解欺凌行为的心理机制提供了新视角。

	服务

	把本文推荐给朋友
	加入我的书架
	加入引用管理器
	E-mail Alert
	RSS
	作者相关文章
	罗品超
	丁楠

关键词 ：初中生, 欺凌者, 情感共情, 共情准确性

基金资助:教育部人文社会科学规划项目（23YJA190006）、广东省哲学社会科学重大项目（GD23ZD17）、教育部哲学社会科学研究重大专项项目（2025JZDZ024）、广东省脑认知与人的素质发展基础学科研究中心（2024B0303390003）

通讯作者: 罗品超,女,教授,博士生导师。Email：luopinchao@m.scnu.edu.cn

作者简介: * 罗品超和丁楠为本文共同第一作者

引用本文:

罗品超, 丁楠. 初中生欺凌者的情感共情缺陷特点[J]. 心理研究, 2026, 19(5): 473-479.
LUO Pinchao, DING Nan. Characteristics of affective empathy deficits in junior high school bullies. Psychological Research, 2026, 19(5): 473-479.

链接本文:

http://xlyj.magtech.com.cn/CN/10.19988/j.cnki.issn.2095-1159.2026.05.011 或 http://xlyj.magtech.com.cn/CN/Y2026/V19/I5/473

[1] 曹思琪, 刘勋, 伍海燕. (2021). 共情可控？以自上而下视角考察共情的可调节性. 心理科学进展, 29(8), 1420-1429.
[2] 陈世平, 乐国安. (2002). 中小学生校园欺负行为的调查研究. 心理科学, 25(3), 355-356.
[3] 戴尔, C. (2018). 同理心(镜如译). 北京: 台海出版社.(原著出版2014)
[4] 范若琳, 赵艺涵, 徐贵平. (2025). 基于人际情感联系的共情差别反应及其认知神经基础. 心理研究, 18(2), 119-128.
[5] 教育部. (2017-11-22). 加强中小学生欺凌综合治理方案. 取自http://www.moe.gov.cn/srcsite/A11/moe_1789/201712/t20171226_322701.html
[6] 马欣阳, 谢颖, 陈逸. (2017). 留守儿童校园欺凌行为与父母教养方式:同伴关系的中介作用. 心理学进展, 7(11), 1337-1343.
[7] 孙路闻, 周月, 蒋重清. (2025). 群际共情偏差的脑功能网络:基于fMRI研究的元分析. 心理科学进展, 33(8), 1306-1320.
[8] 徐泽坤, 赵春黎. (2023). 共情的认知神经机制. 中国心理学前沿, 5(2), 145-153.
[9] 张晓冰, 王若凡. (2022). 未成年人法治教育状况研究: 基于全国3108名学生的实证调查. 预防青少年犯罪研究, 12(4), 4-14+24.
[10] Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” Test: Revised version: A study with normal adults, and adults with Asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, 42(2), 241-251.
[11] Coccaro, E. F., Sripada, C. S., Yanowitch, R. N., & Phan, K. L. (2011). Corticolimbic function in impulsive aggressive behavior. Biological Psychiatry, 69(12), 1153-1159.
[12] Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32(6), 988-998.
[13] Cornell, D. G., & Brockenbrough, K. (2013). Identification of bullies and victims: A comparison of methods. In D. G. Cornell & A. L. Mayer (Eds.), Issues in School Violence Research (pp. 63-87). Routledge.
[14] Decety, J., & Cowell, J. M. (2018). Interpersonal harm aversion as a necessary foundation for morality: A developmental neuroscience perspective. Development and Psychopathology, 30(1), 153-164.
[15] Decety, J., Michalska, K. J., Akitsuki, Y., & Lahey, B. B. (2009). Atypical empathic responses in adolescents with aggressive conduct disorder: A functional MRI investigation. Biological Psychology, 80(2), 203-211.
[16] Fergusson, D. M., Boden, J. M., & Horwood, L. J. (2014). Bullying in childhood, externalizing behaviors, and adult offending: Evidence from a 30-year study. Journal of School Violence, 13(1), 14-164.
[17] Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Can callous unemotional traits enhance the understanding, diagnosis, and treatment of serious conduct problems in children and adolescents？ A comprehensive review. Psychological Bulletin, 140(1), 1-57.
[18] Genzer, S., Ong, D. C., Zaki, J., & Perry, A. (2022). Mu rhythm suppression over sensorimotor regions is associated with greater empathic accuracy. Social Cognitive and Affective Neuroscience, 17(9), 788-801.
[19] Hein, G., & Singer, T. (2008). I feel how you feel but not always: The empathic brain and its modulation. Current Opinion in Neurobiology, 18(2), 153-158.
[20] Imuta, K., Song, S., Henry, J. D., Ruffman, T., Peterson, C., & Slaughter, V. (2022). A meta-analytic review on the social-emotional intelligence correlates of the six bullying roles: Bullies, followers, victims, bully-victims, defenders, and outsiders. Psychological Bulletin, 148(3-4), 199-226.
[21] Jolliffe, D., & Farrington, D. P. (2011). Is low empathy related to bullying after controlling for individual and social background variables？ Journal of Adolescence, 34(1), 59-71.
[22] Jospe, K., Genzer, S., klein Selle, N., Ong, D., Zaki, J., & Perry, A. (2020). The contribution of linguistic and visual cues to physiological synchrony and empathic accuracy. Cortex, 132(11), 296-308.
[23] Kraus, M. W. (2017). Voice-only communication enhances empathic accuracy. American Psychologist, 72(7), 644-654.
[24] Lin, J., & Yao, Y. (2016). Encoding emotion in Chinese: A database of Chinese emotion words with information of emotion type, intensity, and valence. Lingua Sinica, 2(6), 1-22.
[25] Malhi, G. S., Hamilton, A., Morris, G., Mannie, Z., Das, P., & Outhred, T. (2017). The promise of digital mood tracking technologies: Are we heading on the right track？BMJ Mental Health, 20(4), 102-107.
[26] Marsh, A. A. (2016). Understanding amygdala responsiveness to fearful expressions through the lens of psychopathy and altruism. Journal of Neuroscience Research, 94(6), 513-525.
[27] Martin-Key, N., Brown, T. & Fairchild, G. (2017). Empathic accuracy in male adolescents with conduct disorder and higher versus lower levels of callous-unemotional traits. Journal of Abnormal Child Psychology, 45(7), 1385-1397.
[28] McKenzie, K., Russell, A., Golm, D., & Fairchild, G. (2022). Empathic accuracy and cognitive and affective empathy in young adults with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 52(5), 2004-2018.
[29] Meffert, H., Gazzola, V., den Boer, J. A., Bartels, A. A., & Keysers, C. (2013). Reduced spontaneous but relatively normal deliberate vicarious representations in psychopathy. Brain, 136(8), 2550-2562.
[30] Panksepp, J. (2004). Affective neuroscience: The foundations of human and animal emotions. Oxford University Press.
[31] Perino, M. T., Guassi Moreira, J. F., & Telzer, E. H. (2019). Links between adolescent bullying and neural activation to viewing social exclusion. Cognitive, Affective, & Behavioral Neuroscience, 19(6), 1467-1478.
[32] Schwenck, C., Mergenthaler, J., Keller, K., Zech, J., Salehi, S., Taurines, R., ... & Freitag, C. M. (2012). Empathy in children with autism and conduct disorder: Group‐specific profiles and developmental aspects. Journal of Child Psychology and Psychiatry, 53(6), 651-659.
[33] Sebastian, C. L., McCrory, E. J., Cecil, C. A., Lockwood, P. L., De Brito, S. A., Fontaine, N. M., & Viding, E. (2012). Neural responses to affective and cognitive theory of mind in children with conduct problems and varying levels of callous-unemotional traits. Archives of General Psychiatry, 69(8), 814-822.
[34] Shamay-Tsoory, S. G., Aharon-Peretz, J., & Perry, D. (2019). Two systems for empathy: A double dissociation between emotional and cognitive empathy in inferior frontal gyrus versus ventromedial prefrontal lesions. Brain, 132(3), 617-627.
[35] Singer, T., & Lamm, C. (2009). The social neuroscience of empathy. Annals of the New York Academy of Sciences, 1156(1), 81-96.
[36] Swartz, J. R., Carranza, A. F., & Knodt, A. R. (2019). Amygdala activity to angry and fearful faces relates to bullying and victimization in adolescents. Social Cognitive and Affective Neuroscience, 14(10), 1027-1035.
[37] UNESCO. (2018). School violence and bullying: Global status and trends, drivers and consequences. Paris: United Nations Educational Scientific and Cultural Organization.
[38] Vachon, D. D., Lynam, D. R., & Johnson, J. A. (2014). The (non) relation between empathy and aggression: surprising results from a meta-analysis. Psychological Bulletin, 140(3), 751.
[39] van Noorden, T. H., Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2015). Empathy and involvement in bullying in children and adolescents: A systematic review. Journal of Youth and Adolescence, 44(3), 637-657.
[40] Velki, T. (2012). A comparison of individual characteristics and the multiple contexts for children with different bullying status: An ecological perspective. International Journal of Arts & Sciences, 5(7), 89-112.
[41] Viding, E., Sebastian, C. L., Dadds, M. R., Lockwood, P. L., Cecil, C. A. M., De Brito, S. A., & McCrory, E. J. (2012). Amygdala response to preattentive masked fear in children with conduct problems: The role of callous-unemotional traits. American Journal of Psychiatry, 169(10), 1109-1116.
[42] Volk, A. A., Dane, A. V., & Al-Jbouri, E. (2022). Is adolescent bullying an evolutionary adaptation？ A 10-year review. Educational Psychology Review, 34(4), 2351-2378.
[43] Welch, B. L. (1947). The generalization of student’s problems when several different population variances are involved. Biometrika, 34(1-2), 28-35.
[44] Zaki, J., Bolger, N., & Ochsner, K. (2008). It takes two: The interpersonal nature of empathic accuracy. Psychological Science, 19(4), 399-404.
[45] Zaki, J., Bolger, N., & Ochsner, K. (2009). Unpacking the informational bases of empathic accuracy. Emotion, 9(4), 478-487.
[46] Zych, I., & Llorent, V. (2019). Affective empathy and moral disengagement related to late adolescent bullying perpetration. Ethics & Behavior, 29(7), 547-556.
[47] Zych, I., Ttofi, M., & Farrington, D. (2019). Empathy and callous-unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 20(1), 3-21.