The Effect Of Bystander Dispositional Moral Sensitivity And Emotion Regulation Strategies On The Willingness To Help In High School Students’ Bullying Situation

In order to investigate the influence of the dispositional moral sensitivity and emotion regulation strategies on the willingness to help others in different bullying situations,（21）（21）（24）high school students were investigated with the dispositional moral sensitivity Questionnaire（DSMQ）.The dispositional moral sensitivity is in the middle level,and there are differences in gender,grade,only child and origin.A text materials,study orientation moral sensitivity and emotion regulation strategies to the bystanders to help others will influence,two further introduced the different school bullying situation,analyzed using video materials in physical bullying,inclination of cyberbullying situations moral sensitivity and emotion regulation strategies for bystanders to help others will influence.The results of study（16）showed that:（17）.Students with high dispositional moral sensitivity had higher willingness to help than those with low dispositional moral sensitivity;（18）.Individuals using cognitive reappraisal strategy and control group showed significantly higher willingness to help than those using expressive suppression strategy,while the difference between the former was not significant.Study（17）not only validated the results of Study（16）,but also found that:（19）.The dispositional moral sensitivity,emotion regulation strategy and bullying situation have interaction,and the three also have interaction.In the physical bullying situation,individuals with high dispositional moral sensitivity had significantly higher willingness to help with cognitive reappraisal strategy than with expression suppression strategy and control group,while expression suppression strategy was significantly lower than with control group.For individuals with low dispositional moral sensitivity,the willingness to help with cognitive reappraisal strategy was significantly higher than that of control group,and the willingness to help with control group was significantly higher than that of control group.In the cyberbullying situation,the individuals with high dispositional moral sensitivity used the cognitive reappraisal strategy and the control group were significantly more willing to help than the expression suppression strategy,but there was no significant difference between the two.In the cyberbullying situation,individuals with low moral sensitivity used cognitive reappraisal strategy significantly higher than expressive suppression strategy.The control group was significantly higher than the expression suppression group.Therefore,enhancing high school students’ dispositional moral sensitivity and training them to use cognitive reappraisal strategies play an important role in preventing and stopping school bullying.