中小学生欺负/受欺负的普遍性与基本特点

利用修订的Olweus欺负问卷对 92 0 5名城乡儿童进行了测查 ,考察初中和小学阶段儿童欺负 /受欺负问题的普遍性及基本特点。结果发现 :中小学生中存在着较严重的欺负问题 ,近 1/ 5被调查的儿童卷入欺负 /受欺负问题 ;总体上小学和初中阶段学生欺负 /受欺负问题的发生率随年级的升高而下降 ,但欺负他人在初中阶段具有稳定性 ;直接言语欺负是最为普遍的欺负方式 ;在欺负 /受欺负的比率、对待欺负态度和欺负类型上均存在性别差异。     

中小学生欺负问题中的性别差异的研究

本研究运用修订的Olweus欺负/受欺负问卷对我国城乡4726名中小学生进行调查,考察了欺负与受欺负的性别差异问题,结果表明1.小学生和初中生受欺负的发生率不存在显著的性别差异,而男孩中欺负他人的比率却极显著地高于女孩;2.中小学生对欺负问题的态度存在显著的性别差异,初中生对欺负的态度受性别和年级的交互作用的影响;3.中小学生不同欺负方式的发生率存在显著的性别差异,男生直接的身体欺负和间接欺负显著地高于女生,而言语欺负的性别差异并不显著.     

广西中小学儿童受欺负现象调查研究

运用自编问卷在广西5所中小学选取792名中小学儿童进行调查,考察中小学儿童在学校和家庭中受同学、老师和家长欺负的比率及受欺负方式的特点。结果发现:1、中小学中存在普遍的受欺负现象,随着年龄的增长,儿童受欺负的比率呈下降趋势;但受教师和家长欺负到初中后反而呈上升趋势。2、儿童易受同伴的直接言语欺负;男生比女生易受同学直接身体欺负。3、儿童易受家长的直接言语欺负;小学阶段男生比女生易受家长的间接欺负;初中阶段女生比男生易受家长的直接身体欺负。4、教师对儿童较多使用间接欺负和直接身体欺负。小学阶段男生比女生易受教师的直接言语欺负;初中阶段男生比女生易受教师的直接身体欺负。     

儿童欺负问题与人格关系的研究述评

欺负是儿童尤其是中小学生中普遍存在而又相对稳定的一种现象。文章综述了近年来对于儿童欺负问题与人格关系的研究,讨论了欺负者、受欺负者及欺负/受欺负者的人格特点,并对研究的启示和意义进行了简要评价。     

儿童欺负行为的类型及其相关因素

本研究采用Olweus欺负问卷中文修订版对我国6471名中小学生进行调查,探讨了中小学生欺负行为的类型特点及其相关因素,结果发现:(1)在小学和初中阶段,直接言语欺负的发生率最高,其次是直接身体欺负,间接欺负的发生率最低。(2)小学和初中男生受直接身体欺负的比例显著高于女生,直接言语欺负没有显著的性别差异。(3)小学阶段三类欺负行为的发生率存在显著的年级差异,三年级儿童受直接身体欺负的比例极显著地高于四、五年级,受直接言语欺负的比例总体上随儿童年级升高而上升,受间接欺负的比例在2-4年级之间相对稳定,5年级出现极显著的下降;在初中阶段三类欺负行为的发生率相对稳定。(4)欺负者大多与受欺负者同龄或年长于受欺负者,初中学生的欺负呈现出明显的“团体化”特点。     

卷入欺负行为儿童道德概念垂直空间隐喻的心理表征

采用内隐联想测验和纸笔测验考察了卷入欺负行为儿童和未卷入儿童道德概念垂直空间隐喻心理表征的差异。实验1发现,直接欺负者和受欺负者在不相容任务(道德是下,不道德是上)的反应时明显快于相容任务(道德是上,不道德是下);间接欺负者、欺负-受欺负者和未卷入者在相容任务中的反应时明显快于不相容任务。实验2发现,直接欺负者和受欺负者倾向于把道德词放在垂直空间的下方,而把不道德词放在上方;间接欺负者、欺负-受欺负者和未卷入者倾向于把道德词放在上方,把不道德词放在下方。直接欺负者和受欺负者之所以形成了完全不同于其他三者的隐喻联结("道德是下,不道德是上"),原因可能是他们对道德概念的认知存在偏差,并且认知方式也不符合常规。     

儿童受欺负与急性社会应激中应激反应的关系

研究旨在考察受欺负经历与儿童下丘脑-垂体-肾上腺轴系统应激功能的关系。根据受欺负得分挑选出52名受欺负和未受欺负儿童,考察两类儿童在特里尔社会应激测验(Trier Social Stress Test,TSST)中的皮质醇分泌及主观紧张度的特征差异。结果发现:(1)在TSST中,受欺负者的皮质醇浓度显著高于未受欺负者;(2)两类儿童在TSST中的主观紧张度不存在显著差异。研究结果与慢性应激破坏HPA轴应激功能的过程是从敏化到钝化的理论假说相一致。     

校园欺负中的欺负/受欺负者和旁观者群体研究综述

校园中的欺负现象是中小学中普遍存在的一种攻击行为,它对儿童的心理健康发展产生很大的影响,世界上众多的国家和心理学者对该现象给予了高度的关注并进行了大量的研究。但我国现行研究的关注点多为欺负者和消极的受欺负者,而对欺负 受欺负者的心理特点和旁观者在欺负现象中的作用未给予太多的重视。该文拟从欺负\受欺负者和旁观者这两个群体入手进行分析,以期引起相关学者对这方面的关注。     

童年中期儿童受欺负地位稳定性与社会能力的关系

本研究以522名小学二、三、四年级的儿童进行间隔1年(两次收集数据)的纵向研究,考察了儿童受欺负稳定性及其与社会能力的关系。结果表明:受欺负在小学儿童中十分常见,但并不是一种很稳定的现象,对大多数儿童来说,受欺负只是一种短暂的经历。在间隔1年的追踪研究中,只有大约6.6%的儿童被连续两次评定为受欺负者。重复测量方差分析发现,儿童的受欺负与社会能力发展有着密切的同时性关联;鉴别分析表明,同伴拒绝、退缩行为是区分儿童受欺负稳定性的两个最主要的社会能力变量。     

班级环境如何影响受欺负者的适应？健康环境悖论及其发生机制

“健康环境悖论”是指在受欺负水平相对较低的环境中,受欺负个体有更多的适应问题。通过梳理相关实证研究,本文从人际与认知两大方面分析健康环境悖论的发生机制。人际机制强调健康环境会影响同伴群体对于受欺负者的态度和受欺负者的友谊,这些不良的人际关系进一步加剧受欺负者的适应困难。认知机制认为健康环境会通过向上的社会比较和消极归因方式,影响受欺负者的适应问题。最后,我们讨论了中国文化背景下“健康环境悖论”的适用性问题、未来研究的发展方向和对于干预实践的建议。     

Bullying among Australian school children: reported behavior and attitudes toward victims.

The extent of bullying among Australian school children and attitudes toward victims of bullying were investigated in a survey of Australian school children between the ages of 6 and 16 years (n = 685) and their teachers (n = 32). Approximately 1 child in 10 was subjected to peer group bullying. Boys reported being bullied more often than girls, who tended to be more supportive of victims. With increasing age, there was a slight but significant decline in reported bullying; notably, however, attitudes toward victims became less supportive. Attitudes toward victims were examined in detail by using a reliable and validated 20-item Likert scale. Factor analyses of the children's responses yielded three interpretable factors: a tendency to despise the victims of bullies; general admiration for school bullies; and avowed support for intervention to assist the victim. An understanding of such attitudes is desirable for designing effective intervention programs.     

Group aggression among school children in three schools

"Mobbing", i.e. school children repeatedly ganging up on the same victims, was studied among 434 12–16 years old children in three schools in Finland. A group of bullies and a group of victims were selected on basis of peer ratings. 13.7% of the boys and 5.4% of the girls were involved in mobbing behaviour. The children's personality variables were studied with questionnaires. The victims had low self-esteem, were subjectively maladjusted, and experienced their peer relations negatively. The victims were physically weaker than well-adjusted children, and obesity and handicaps were more common among them. The bullies were physically strong, and handicaps were also among them more frequent than among well-adjusted children. The bullies held positive attitudes towards aggression, experienced their peer relations negatively, and held negative attitudes towards teachers and peers. They were unpopular among their peers, though not so unpopular as the victims.     

The role of bystanders in students' perception of bullying and sense of safety

Two studies employing a mixed experimental design were conducted to determine if perceptions of bullying, attitudes towards victims, and students' sense of safety at school were influenced by bystanders' reactions to different types of bullying. In Study 1, 217 middle-school children were randomly assigned to read a hypothetical scenario describing a direct bullying episode. In Study 2, 376 primary-school children and 390 middle-school children were presented with scenarios describing a direct bullying episode and an indirect bullying episode. In all scenarios, the bystanders' reactions to the bullying and the gender of the victim were manipulated. Participants endorsed the prosocial behavior in favor of the victims and did not endorse pro-bullying behavior. Furthermore, they perceived passive reactions to the bullying as negative behavior. Participants showed positive attitudes towards victims, which were significantly higher at younger grade levels and among girls. Bystanders' behavior influenced both participants' perceptions of the victims and their perceived sense of safety at school. Implications for anti-bullying programs based upon the group ecology are discussed.     

‘What about bullying?’ An experimental field study to understand students' attitudes towards bullying and victimisation in Italian middle schools

Background: Attitudes towards bullying at school are influential in understanding and preventing bullying behaviour but they should be measured with reference to the particular conditions under which bullying takes place. Aims: To establish how far positive and negative judgments of bullying and victims and blaming of the victim vary according to the gender of observers, gender of bullies and of victims and whether the bullying took place alone or in group. Sample: Participants were 117 students (49 boys and 68 girls), aged 11–12, recruited from a middle school in Italy randomly allocated to one of four independent groups according to experimental condition: bullying alone among girls, bullying alone among boys, bullying in groups among girls, bullying in groups among boys. Method: Participants watched one of four versions of a video according to experimental condition showing a brief standardized bullying episode taking place at a school; they then had to fill in a self‐report questionnaire measuring the dependent variables: respondents' positive or negative judgments towards the bully and the victim shown in the video and how far the victim was blamed for what had happened. Results: Overall, results indicate students have positive attitudes towards the victims of bullying and tend not to blame them for what has happened. However, same gender identification lead girls to blame male victims more than female victims and the reverse applies in case of boys providing their judgments. A bully acting alone is considered stronger and braver than when acting in a group. Conclusions: The limits and potential of the study are presented with special attention to implications for intervention strategies in school by focusing on the role observers could play in supporting the victims and discouraging the bullies.     

Coping with bullying at school: children's recommended strategies and attitudes to school‐based interventions in England and Japan

School bullying in England and ijime in Japan have long but separate research traditions. We focus on a cross‐national comparison of secondary school pupils' opinions about coping strategies, bystander intervention, and attitudes towards school‐based interventions. One‐to‐one structured interviews were conducted with 61 Japanese and 60 English pupils aged 12–15 years, in six secondary schools. Coping strategy recommended was found to vary by type of bullying. Seeking help was the most recommended, with significant national differences notably for social exclusion. Victims were thought not to seek help for several reasons, again varying by nationality. There was consensus that bystanders should help victims, but more pupils in England had positive views on school‐based interventions than pupils in Japan. Gender differences were small. Findings are discussed in the light of differing peer group structures and actions taken against bullying/ijime in the two countries. Aggr. Behav. 32:570–580, 2006. © 2006 Wiley‐Liss, Inc.     

Cross-national comparison of children's attitudes towards bully/victim problems in school

Using large-scale survey data from Italy, and England, findings are reported for attitudes to school bullying; specifically the extent to which children expect their teachers, or other children, to intervene in bullying; and the extent to which children either empathise with victims of bullying, or state that they themselves would do something about it. Findings were broadly similar in most respects, in the two countries. Teachers were thought to intervene fairly often, other children more rarely. Most children had sympathetic attitudes and behaviour toward victims of bullying, but a significant minority, including many self-reported bullies, did not. Girls were more empathic to victims than boys, but were not more likely to intervene. The main cultural difference was that older Italian children were more empathic than younger children, with the reverse difference in England. However in both countries, the likelihood of reported intervention was less with older children. The results are discussed in relation to theoretical viewpoints, and practical implications for schools. Aggr. Behav. 23:245–257, 1997. © 1997 Wiley-Liss, Inc.     

小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用

为深入探讨小学儿童的数学态度、学业拖延、数学元认知与数学成就之间的纵向联系及内在作用机制,对515名三、五年级小学生进行为期半年的追踪研究。结果表明:(1)学业拖延在儿童的数学态度与数学成就之间发挥着即时和纵向中介作用;(2)不同水平数学元认知个体在纵向中介模型中“数学态度→数学成就”这一路径上存在差异。这意味着较积极的数学态度有利于减少小学儿童的学业拖延行为,进而提高其数学成就,而高数学元认知则能够监控和调节个体的数学态度,使其发挥积极作用,从而提高数学成就。该发现为有效促进儿童的数学学习提供了重要实践启示。