小学生欺凌旁观者行为及其与家庭功能的关联

马郑豫; 苏志强; 杨圆圆

doi:10.16835/j.cnki.1000-9817.2024009

小学生欺凌旁观者行为及其与家庭功能的关联

doi: 10.16835/j.cnki.1000-9817.2024009

1.
长江师范学院教师教育学院，重庆 408100
2.
中山火炬高技术产业开发区中心小学心理健康教育指导与发展中心

基金项目:

2022年重庆市教育委员会人文社科研究重点项目 22SKGH399

重庆市社会科学规划委托课题 2019PY07

详细信息

作者简介:
马郑豫(1985-)，女，河南洛阳人，博士，副教授，主要研究方向为儿童的社会性发展及其家庭教育

通讯作者:
苏志强, E-mail: cqzhiqiangsu@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G444 R179 G78
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- 被引次数: 0
出版历程
- 收稿日期: 2023-08-14
- 修回日期: 2023-11-10
- 网络出版日期: 2024-03-02
- 刊出日期: 2024-02-25

Bullying bystanders' behaviors among pupils and the correlation with family function

1.
Faculty of Teacher Education, Yangtze Normal University, Chongqing (408100), China

摘要

摘要: 目的研究小学生欺凌旁观者行为现状及其与家庭功能的关联，为校园欺凌的教育干预提供实证支撑。方法采用整群随机抽样方法，在2019年11月选取重庆市巫山县某小学1 145名小学生，采用小学生欺凌旁观者行为问卷和家庭亲密度与适应性量表开展问卷调查，采用χ²检验、Spearman相关分析和二元Logistic回归分析小学生不同欺凌旁观者行为的检出率以及与家庭功能的关联。结果有4.7%的小学生为潜在的促进欺凌者，92.1%的小学生为潜在的保护受害者，42.1%小学生为潜在的置身事外者；不同年级小学生在3种不同类型欺凌旁观者行为上的差异均有统计学意义(χ²值分别为21.45，7.98，27.48，P值均 < 0.05)。家庭功能及其分维度与不同类型的欺凌旁观者行为之间均相关(|r|=0.07~0.20，P值均 < 0.05)。二元Logistic回归分析显示，小学生家庭功能和年级对促进欺凌者行为、保护受害者行为和置身事外者行为的影响均有统计学意义(OR值分别为0.98，3.33；1.02，1.95；0.99，0.58，0.41，0.61，P值均 < 0.05)。结论小学生的欺凌旁观者行为与年级和家庭功能有关。学校应针对不同年级的小学生开展教育干预，并注重改善小学生的家庭功能状况，以促进积极旁观者行为的发生。
- 暴力 /
- 行为 /
- 家庭 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective To analyze the status of childhood bullying bystander's behaviors among pupils and the correlation with family function, so as to provide empirical support for educational intervention in campus bullying. Methods A questionnaire survey using the cluster random sampling method was administered to 1 145 pupils from a primary school in Wushan County within Chongqing City in November 2019, including Pupil Bullying Bystander Behavior Scale and Family Adaptability and Cohesion Evaluation Scale(FACES). The χ² test, Spearman related analysis and binary Logistic regression were used to determine the detection rate of different bullying bystander behaviors among pupils and the association with family function. Results The proportion of bullying promoters, bullying protectors, and bystanders were 4.7%, 92.1%, and 42.1%, respectively. There were statistically significant differences in the three types of bullying bystander's behaviors among the different grades pupils(χ²=21.45, 7.98, 27.48, P < 0.05). There were significant correlation between family function and its dimensions with different types of bullying bystander behavior (|r|=0.07-0.20, P < 0.05). Binary Logistic regression analysis showed that pupils' family function and grade had statistically significant impact on promoting bullying behavior, protecting victim behavior, and bystander behavior (OR=0.98, 3.33; 1.02, 1.95; 0.99, 0.58, 0.41, 0.61, P < 0.05). Conclusions The bullying bystander's behaviors of pupils are related to grade in school and family function. Schools should implement educational interventions for pupils of different grades and focus on improving pupils' family function to effectively promote the occurrence of positive bystanders' behaviors in pupils.
- Violence /
- Behavior /
- Family /
- Mental health /
- Regression analysis /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 不同组别小学生欺凌旁观者行为检出率比较

Table 1. Comparison of detection rates of bullying bystanders' behaviors among pupils with different groups

组别	选项	人数	统计值	促进欺凌者行为	保护受害者行为	置身事外者行为
性别	男	553		26(4.7)	507(91.7)	221(40.0)
	女	592		28(4.7)	547(92.4)	261(44.1)
			χ²值	0.01	0.20	2.00
独生子女	是	177		12(6.8)	158(89.3)	79(44.6)
	否	968		42(4.3)	896(92.6)	403(41.6)
			χ²值	1.98	2.22	0.55
年级	三	214		20(9.3)	202(94.4)	86(40.2)
	四	286		19(6.6)	271(94.8)	93(32.5)
	五	353		6(1.7)	317(89.8)	146(41.4)
	六	292		9(3.1)	264(90.4)	157(53.8)
			χ²值	21.45^**	7.98^*	27.48^**
留守类型	单留守	631		35(5.5)	578(91.6)	267(42.3)
	双留守	293		11(3.8)	276(94.2)	124(42.3)
	非留守	221		8(3.6)	200(90.5)	91(41.2)
			χ²值	2.16	2.75	0.10
注： P < 0.05，*P < 0.01；()内数字为检出率/%。

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表 2 小学生欺凌旁观者行为与家庭功能的相关性分析(r值，n=1 145)

Table 2. Correlation analysis of bullying bystanders' behaviors and family function among pupils(r, n=1 145)

变量	促进欺凌者行为	保护受害者行为	置身事外者行为	亲密度	适应性
保护受害者行为	-0.23^**
置身事外者行为	0.10^**	-0.29^**
亲密度	-0.08^**	0.18^**	-0.08^**
适应性	-0.10^**	0.20^**	-0.07^*	0.81^**
家庭功能	-0.10^**	0.20^**	-0.08^**	0.96^**	0.95^**
注： P < 0.05，*P < 0.01。

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表 3 小学生不同类型欺凌旁观者行为相关因素的二元Logistic回归分析(n=1 145)

Table 3. Binary Logistic regression analysis on the related factors of bullying bystanders' behaviors of different types among pupils(n=1 145)

自变量	选项	促进欺凌者行为			保护受害者行为			置身事外者行为
自变量	选项	β值	Wald χ²值	OR值(95%CI)	β值	Wald χ²值	OR值(95%CI)	β值	Wald χ²值	OR值(95%CI)
年级	四	1.20	8.42	3.33(1.48~7.51)^**	0.59	2.67	1.80(0.89~3.65)	-0.55	9.10	0.58(0.40~0.82)^**
	五	0.79	3.63	2.21(0.98~4.99)	0.67	4.02	1.95(1.02~3.76)^*	-0.89	26.20	0.41(0.29~0.58)^**
	六	-0.62	1.34	0.54(0.19~1.54)	-0.06	0.06	0.94(0.55~1.59)	-0.49	9.27	0.61(0.45~0.84)^**
家庭功能		-0.02	5.02	0.98(0.97~1.00)^*	0.02	13.05	1.02(1.01~1.03)^**	-0.01	7.45	0.99(0.98~1.00)^**
注： P < 0.05，*P < 0.01。

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