中学生校园欺凌旁观者角色及其同伴地位现状

傅纳; 朱春月; 解晓晨; 周玉莹; 杨柳

doi:10.16835/j.cnki.1000-9817.2022.01.019

中学生校园欺凌旁观者角色及其同伴地位现状

doi: 10.16835/j.cnki.1000-9817.2022.01.019

北京师范大学教育学部，北京 100875

详细信息

作者简介:
傅纳(1971-)，女，辽宁锦州人，博士，副教授，主要研究方向为校园欺凌的发生与预防、教师心理健康的维护与促进

利益冲突声明 所有作者声明无利益冲突。
中图分类号: B844.2 G478 G444
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- 被引次数: 0
出版历程
- 收稿日期: 2021-07-29
- 修回日期: 2021-09-06
- 刊出日期: 2022-01-25

Roles and peer status of campus bullying bystanders among middle school students

Faculty of Education, Beijing Normal University, Beijing (100875), China

摘要

摘要: 目的细化了解不同类型旁观者的特征，以最大限度地挖掘和利用旁观者作为反欺凌的潜在资源，从而为干预方案的制定提供更具针对性的指导。方法采用方便整群抽样的方式，于2019年10—11月选取北京市与安徽合肥市各1所初中和广东清远市与广西桂林市各1所高中的1 279名学生，对其采用角色参与问卷(PRQ)、同伴提名问卷进行施测。结果对旁观者角色在性别上的分布进行交叉处理，男女生在旁观者角色上差异有统计学意义(χ²=96.92，P < 0.01)，女生更多扮演防护者和局外者，而男生更多扮演强化者；对旁观者角色在年级上的分布进行交叉处理结果显示，不同年级学生在旁观者角色上分布差异有统计学意义(χ²=31.87，P=0.01)；对不同旁观者角色的同伴地位差异进行交叉表处理结果显示，不同旁观者角色的同伴地位差异有统计学意义(χ²=456.26，P < 0.01)。结论旁观者作为同伴背景因素在欺凌事件发生时有重要影响，促使消极旁观者向积极旁观者进行良性转化，是校园欺凌干预方案的重要工作方向。
- 暴力 /
- 精神卫生 /
- 学生 /
- 角色
Abstract: Objective Refine and understand the characteristics of different types of bystanders, in order to maximize the exploitation and utilization of bystanders as potential resources for anti-bullying, so as to provide more targeted guidance for the formulation of intervention programs. Methods In this study, 1 279 students from two middle schools in Beijing and Anhui Province and two high schools in Guangdong Province and Guangxi Zhuang Autonomous Region were administered with Participation Role Questionnaire (PRQ) and Peer Nomination Questionnaire. Results There was a significant difference between male and female in the role of onlooker(χ²=96.92, P < 0.01). Female students were more likely to play the role of defender and outsider, while male students were more likely to play the role of reinforcer(χ²=31.87, P=0.01). And there were significant differences in the distribution of bystander roles in different grades. The chi-square test results were(χ²=456.26, P < 0.01). Conclusion The bystander plays an important role in the occurrence of bullying incidents. It is an important direction of school bullying intervention programs to promote the positive transformation from passive bystander to active bystander.
- Violence /
- Mental health /
- Students /
- Role
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 不同性别年级学生旁观者角色分布比较

Table 1. Comparison of the distributions of students of different gender grades on different bystander roles

性别与年级	选项	人数	统计值	辅助者	强化者	局外者	防护者
性别	男	297		25(8.42)	123(41.41)	80(26.94)	69(23.23)
	女	631		33(5.23)	90(14.26)	231(36.61)	277(43.90)
			χ²值	3.50	84.18	8.48	36.89
			P值	0.06	< 0.01	< 0.01	< 0.01
年级	初一	209		8(3.83)	49(23.44)	59(28.23)	93(44.50)
	初二	117		9(7.70)	21(17.95)	47(40.17)	40(34.19)
	初三	72		1(1.39)	17(23.61)	23(31.94)	31(43.06)
	高一	187		20(10.70)	35(18.72)	76(40.64)	56(29.95)
	高二	164		9(5.49)	34(20.73)	58(35.37)	63(38.41)
	高三	159		11(6.51)	37(21.81)	48(34.42)	63(37.27)
			χ²值	12.42	7.87	10.41	11.56
			P值	0.03	0.16	0.07	0.04
注：()内数字为构成比/%。

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表 2 不同旁观者角色类型学生同伴地位分布

Table 2. The distribution of different peer role types over bystander status

角色类别	人数	受欢迎	受拒斥	有争议	被忽视	普通型
辅助者	58	2(1.21)	33(21.15)	11(11.70)	5(1.74)	7(3.11)
强化者	213	6(3.64)	87(55.77)	34(36.17)	30(10.42)	56(24.89)
局外者	311	21(12.73)	23(14.74)	27(28.72)	177(61.46)	63(28.00)
防护者	346	136(82.42)	13(8.33)	22(23.40)	76(26.39)	99(44.00)
注：()内数字为构成比/%。

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