【摘要】 认知失调理论和自我一致理论可用于考察校园欺凌嫌疑人自我辩护的心理过程及其与欺凌行为的相互作用，以解释学生对同伴的主观恶意自何而来、好孩子何以会干坏事、人们何以会选择性遗忘自己欺负同伴的往事。学生打闹之类的行为一旦造成伤害，就会引发肇事者认知失调；为了缓解认知失调的压力，肇事者倾向于在内心进行与积极正面的自我认知相一致的自我辩护；自我评价高的肇事者在造成严重伤害时，其自我辩护伴随于道德推脱过程，在内心将伤害事故归咎于受害者；这种自我免罪的道德推脱又会促使肇事者以更进一步的攻击来证明其自我辩护，于是发生确实的欺凌；而欺凌引发更加严重的认知失调、自我辩护；欺凌者在道德推脱中加深对受欺凌者的恶意，最后陷入欺凌与自我辩护的恶性循环。实践和研究表明，共同关切法和拆拼法可以防止欺凌者陷入这种恶性循环。更多还原

【Abstract】 In this paper, the mental process of self-justification and its interaction with bullying behavior are analyzed by cognitive dissonance theory and self-consistency theory. These theories are used to explain where students’ subjective malice toward their peers comes from, why good kids can behave badly, and why people selectively choose to forget about bullying their peers. Once a student’s behavior such as playful fighting causes harm, it will cause the troublemaker to have cognitive dissonance. To relieve the stress from cognitive dissonance, the troublemaker tends to engage in internal self-justification consistent with positive self-cognition. When a troublemaker with high self-esteem causes a serious injury, his self-justification is accompanied by a process of moral disengagement, in which he blames the injury accident on the victim. This kind of moral disengagement for self-absolution urges the troublemaker to justify himself with further attacks, and then the definite bullying occurs. However, bullying causes more serious cognitive dissonance and self-justification. The bullies deepen their malevolence towards the victims in moral disengagement, and finally fall into a vicious cycle of bullying and self-justification. Practice and research have shown that the Shared Concern method and the Jigsaw method can prevent bullies from falling into the vicious cycle.更多还原