中小学生欺负受欺负行为与学业成绩及视屏时间的关系

吕军; 郑昊; 付琳

doi:10.16835/j.cnki.1000-9817.2022.04.018

中小学生欺负受欺负行为与学业成绩及视屏时间的关系

doi: 10.16835/j.cnki.1000-9817.2022.04.018

吕军¹,
郑昊^{2, 3},
付琳⁴

1.
广东省深圳市罗湖区教育科学研究院，518020
2.
Department of Psychology, University of Alberta, Edmonton T6G2E9 Canada
3.
中国科学院心理研究所心理健康重点实验室
4.
北京工业大学文法学部

详细信息

作者简介:
吕军(1967-)，女，山东枣庄人，硕士，高级教师，主要研究方向为中小学心理健康教育

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G478 G444
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- 被引次数: 0
出版历程
- 收稿日期: 2021-11-18
- 修回日期: 2022-03-18
- 网络出版日期: 2022-04-25
- 刊出日期: 2022-04-25

Relationship between bullying victimization and perpetration, academic achievement and screen time among primary and secondary school students

LYU Jun¹,
ZHENG Hao^{2, 3},
FU Lin⁴

1.
Educational Science Research Institute of Luohu, Shenzhen(518020), Guangdong Province, China

摘要

摘要: 目的探讨中小学生欺负/受欺负角色的潜在类别，及其与学业成绩和屏幕使用时间的关系，为制定预防性措施和干预计划提供参考依据。方法采用方便整群抽样方法选取深圳市罗湖区29 099名中小学生，采用Olweus欺负/受欺负问卷进行调查。使用潜在类别分析探讨欺负/受欺负角色。结果潜在类别分析发现，中小学生欺负/受欺负角色共存在3种潜在类别：未卷入组(23 537名，80.9%)、受欺负组(4 613名，15.9%)和欺负-受欺负组(949名，3.3%)。多因素Logistic回归分析发现，相比于男生，女生在小学、初中、高中各学段均有更低风险为欺负-受欺负者(OR值分别为0.83，0.74，0.47)；小学和初中阶段，转学生更可能为受欺负者(OR值分别为1.21，1.21)，在高中阶段更可能为欺负-受欺负者(OR=2.65)；所有学段成绩较差的学生更可能为受欺负者(OR值分别为0.98，0.98，0.98)，小学和初中阶段学业成绩较差可以预测欺负-受欺负者(OR值分别为0.97，0.98)；所有学段视屏时间较长的学生更可能为受欺负者(OR值分别为1.06，1.04，1.08)(P值均 < 0.05)。结论成绩较差及视屏时间较长的中小学生更可能卷入欺负/受欺负事件。应针对中小学制定家校合作的综合干预措施，降低学生卷入欺负事件的风险。
- 暴力 /
- 行为 /
- 成绩不良 /
- 注视，眼 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective The study aims to determine the latent class of roles in bullying victimization and perpetration among primary and secondary school students and to explore its relationship with academic achievement and screen use, to provide a reference for developing preventive measures and intervention plans. Methods A total of 29 099 students at grade 5, 6, 7, 8, 10, and 11 from Shenzhen were surveyed through convenient cluster sampling method by Olweus Bully/Victim Questionnaire. The latent class analysis was used for classifying bully/victim category. Results The latent class analysis revealed three classes, the noninvolvement group (low response rate at all items, 80.9%), the bullying victimization group (low response rate at bullying and high response rate at victimization items, 15.9%), and the bullying victimization and perpetration group (high response rate at all items, 3.3%). Boys were more likely than girls to belong to the bullying victimization and perpetration at all study sections (OR=0.83, 0.74, 0.47, P < 0.05). Transfer students were at higher risk to be in the bullying victimization group in elementary and middle school (OR=1.21, 1.21), while they were more likely to fall into the bullying victimization and perpetration group in high school (OR=2.65)(P < 0.05). Students with poor academic performance were more likely to be in the bullying victimization group at all sections (OR=0.98, 0.98, 0.98) and in the bullying victimization and perpetration group at elementary and middle school (OR=0.97, 0.98)(P < 0.05). Students spending longer time on screen had elevated risk in the bullying victimization group (OR=1.06, 1.04, 1.08, P < 0.05). Conclusion Students with poor academic achievement and prolonged screen time are at higher risks to be involved in bullying victimization and perpetration. Collaboration between home and school are needed to preventing bullying victimization perpetration.
- Violence /
- Behavior /
- Underachievement /
- Fixation, ocular /
- Mental health /
- Regression analysis /
- Students
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表 1 中小学生欺负、受欺负行为潜在类别分析拟合指数

Table 1. Model fit information for latent class analysis of perpetration and bullying victimization among secondary and primary school students

模型	Log (L)	AIC	BIC	aBIC	Entropy	P-LMR	类别概率
1	-56 156.9	112 325.9	112 375.6	112 356.6	-	-	-
2	-44 838.5	89 703.0	89 810.7	89 769.3	0.87	< 0.01	0.81/0.19
3	-43 752.9	87 545.9	87 711.5	87 646.9	0.88	< 0.01	0.03/0.08/0.16
4	-43 505.4	87 064.8	87 288.4	87 202.6	0.85	< 0.01	0.14/0.03/0.03/0.80
5	-43 371.8	86 811.7	87 093.2	86 985.1	0.89	< 0.01	0.13/0.03/0.01/0.80/0.02
6	-43 280.8	86 643.7	86 983.1	86 852.8	0.93	< 0.01	0.02/0.01/0.09/0.01/0.75/0.12
注： Log (L)为对数似然值；AIC为艾凯科信息标准；BIC为贝叶斯信息标准；Entropy为熵；P-LMR为似然比检验指标的P值。

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表 2 小学生欺负/受欺负行为的潜在类别与学业成绩及视屏时间关系的多因素Logistic回归分析(n=12 555)

Table 2. Logistic regression results of predictors on latent classes of perpetration and bullying victimization among primary school students(n=12 555)

组别	选项	受欺负			欺负-受欺负
组别	选项	β值	OR值(OR值95%CI)	P值	β值	OR值(OR值95%CI)	P值
性别	女	0.01	1.01(0.92~1.11)	0.76	-0.19	0.83(0.68~1.00)	0.05
独生子女	是	0.16	1.18(1.06~1.31)	< 0.01	0.26	1.29(1.04~1.61)	0.02
转学	是	0.19	1.21(1.03~1.44)	0.02	-0.01	0.99(0.70~1.41)	0.95
满意学校体育设施		-0.17	0.84(0.81~0.88)	< 0.01	-0.23	0.80(0.74~0.86)	< 0.01
每周运动天数		0.02	1.02(0.99~1.04)	0.06	-0.02	0.98(0.95~1.02)	0.31
学业成绩		-0.02	0.98(0.98~0.99)	< 0.01	-0.03	0.97(0.96~0.98)	< 0.01
每日视屏时间		0.06	1.06(1.02~1.10)	0.01	0.14	1.15(1.08~1.23)	< 0.01

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表 3 初中生欺负/受欺负行为的潜在类别与学业成绩及视屏时间关系的多因素Logistic回归分析(n=13 591)

Table 3. Logistic regression results of predictors on latent classes of perpetration and bullying victimization among middle school students(n=13 591)

组别	选项	受欺负			欺负-受欺负
组别	选项	β值	OR值(OR值95%CI)	P值	β值	OR值(OR值95%CI)	P值
性别	女	0.11	1.12(1.02~1.23)	0.02	-0.30	0.74(0.61~0.91)	< 0.01
独生子女	是	0.02	1.02(0.91~1.14)	0.76	0.05	1.05(0.84~1.31)	0.65
转学	是	0.19	1.21(1.02~1.44)	0.03	0.29	1.34(0.96~1.88)	0.09
满意学校体育设施		-0.14	0.87(0.84~0.90)	< 0.01	-0.07	0.93(0.86~1.01)	0.08
每周运动天数		0.01	1.01(1.00~1.03)	0.17	-0.01	0.99(0.96~1.03)	0.69
学业成绩		-0.03	0.98(0.97~0.98)	< 0.01	-0.02	0.98(0.97~0.99)	< 0.01
每日视屏时间		0.04	1.04(1.00~1.08)	0.04	0.16	1.17(1.10~1.25)	< 0.01

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表 4 高中生欺负/受欺负行为的潜在类别与学业成绩及视屏时间关系的多因素Logistic回归分析(n=2 953)

Table 4. Logistic regression results of predictors on latent classes of perpetration and bullying victimization among high school students(n=2 953)

组别	选项	受欺负			欺负-受欺负
组别	选项	β值	OR值(OR值95%CI)	P值	β值	OR值(OR值95%CI)	P值
性别	女	-0.11	1.23(0.69~1.17)	0.43	-0.75	0.47(0.24~0.94)	0.03
独生子女	是	-0.12	1.14(0.66~1.18)	0.41	0.18	1.20(0.62~2.32)	0.60
转学	是	0.37	1.44(0.98~2.14)	0.06	0.97	2.65(1.20~5.84)	0.02
满意学校体育设施		-0.12	0.90(0.80~0.98)	0.02	-0.05	0.95(0.75~1.21)	0.67
每周运动天数		-0.01	1.03(0.94~1.05)	0.80	0.06	1.06(0.94~1.20)	0.31
学业成绩		-0.02	0.98(0.97~0.99)	< 0.01	-0.01	0.99(0.96~1.03)	0.68
每日视屏时间		0.18	1.08(1.09~1.32)	< 0.01	0.12	1.13(0.89~1.43)	0.32

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