校园欺凌与校园地位的关系研究进展

林木丰

doi:10.16835/j.cnki.1000-9817.2022.08.032

校园欺凌与校园地位的关系研究进展

doi: 10.16835/j.cnki.1000-9817.2022.08.032

林木丰

中国刑事警察学院公安基础教研部，辽宁沈阳 523617

基金项目:

中国刑事警察学院研究生创新能力提升项目 2021YCYB21

详细信息

作者简介:
林木丰(1997-)，男，广东陆丰人，在读硕士，主要研究方向为犯罪心理

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G478 R179 G444
计量
- 文章访问数: 588
- HTML全文浏览量: 268
- PDF下载量: 48
- 被引次数: 0
出版历程
- 收稿日期: 2022-02-16
- 修回日期: 2022-05-05
- 网络出版日期: 2022-08-24
- 刊出日期: 2022-08-25

Research progress on the relationship between campus bullying and social status at school

LIN Mufeng

Public Security Basic Teaching and Research Department of Criminal Investigation Police University of China, Shenyang(523617), China

摘要

摘要: 传统观点认为，校园欺凌是一种故意伤害行为，而新近研究指出，校园欺凌还具有目的导向的特点，青少年在实施欺凌行为的过程中可能存在获取校园地位的意图。青少年的地位获取策略(欺凌与亲社会行为)与地位评价方式(社会偏好与感知的受欢迎度)相互影响，并且这个过程还与青少年的群体性、阶段特点及个人特质、信念存在紧密联系，预防校园欺凌发生的过程中对于那些地位导向的欺凌者要进行甄别并采取针对性的干预措施。
- 暴力 /
- 青少年 /
- 社会行为 /
- 阶层，社会
Abstract: According to the traditional view, campus bullying is a kind of intentional injury behavior. However, recent research indicates that campus bullying is also purpose-oriented, and teenagers may intend to gain social status at school through bullying perpetration. Adolescents' status acquisition strategies (bullying and prosocial behavior) and status evaluation methods (social preference and perceived popularity) interact with each other. This process is closely related to adolescents' peer group, developmental stage, personality traits, and beliefs. Prevention of campus bullying involves identifying and targeting status-oriented bullies with targeted interventions.
- Violence /
- Adolescent /
- Social behavior /
- Hierarchy, social
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

参考文献(45)

[1]	周铁民, 王晓敏, 杨硕, 等. 校园欺凌行为的心理机制与干预对策: 基于进化心理学的视角[J]. 沈阳师范大学学报(社会科学版), 2021, 45(3): 115-120. doi: 10.3969/j.issn.1674-5450.2021.03.018 ZHOU T M, WANG X M, YANG S, et al. Psychological mechanism and intervention strategies of campus bullying: from the perspective of evolutionary psychology[J]. J Shenyang Norm Univ(Soc Sci Ed), 2021, 45(3): 115-120. doi: 10.3969/j.issn.1674-5450.2021.03.018
[2]	BORGEN N T, OLWEUS D, KIRKEBØEN L J, et al. The potential of anti-bullying efforts to prevent academic failure and youth crime. a case using the Olweus Bullying Prevention Program(OBPP)[J]. Prev Sci, 2021, 22(8): 1-12.
[3]	许伽彬, 江琴, 林丽华, 等. 国外非自杀性自伤表露行为的研究进展[J]. 医学与哲学, 2021, 42(16): 61-65. doi: 10.12014/j.issn.1002-0772.2021.16.14 XU J B, JIANG Q, LIN L H, et al. International research progress of non-suicidal self-injury disclosure behavior[J]. Med Philosop, 2021, 42(16): 61-65. doi: 10.12014/j.issn.1002-0772.2021.16.14
[4]	乔东平, 文娜. 国内外校园欺凌研究综述: 概念、成因与干预[J]. 社会建设, 2018, 5(3): 5-15, 64. https://www.cnki.com.cn/Article/CJFDTOTAL-SEJS201803002.htm QIAO D P, WEN N. Literature review of school bullying: concepts, causes, and intervention[J]. Soc Construc, 2018, 5(3): 5-15, 64. https://www.cnki.com.cn/Article/CJFDTOTAL-SEJS201803002.htm
[5]	ELLIS B J, DEL GIUDICE M, DISHION T J, et al. The evolutionary basis of risky adolescent behavior: implications for science, policy, and practice[J]. Dev Psychol, 2012, 48(3): 598-623. doi: 10.1037/a0026220
[6]	GINI G, POZZOLI T, HAUSER M. Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion[J]. Pers Indiv Differ, 2011, 50(5): 603-608. doi: 10.1016/j.paid.2010.12.002
[7]	陈小萍, 钱海娟, 高敏. 群体互动视角下校园欺凌现象分析及干预策略[J]. 中国学校卫生, 2019, 40(8): 1277-1280. doi: 10.16835/j.cnki.1000-9817.2019.08.045 CHEN X P, QIAN H J, GAO M. Analysis of school bullying and intervention strategies from the perspective of group interaction[J]. Chin J Sch Health, 2019, 40(8): 1277-1280. doi: 10.16835/j.cnki.1000-9817.2019.08.045
[8]	张长虹, 唐康. 校园欺凌的话语解析及其法治化转向[J]. 少年儿童研究, 2021(12): 45-53. https://www.cnki.com.cn/Article/CJFDTOTAL-SNEY202112008.htm ZHANG C H, TANG K. Discourse analysis of school bullying and its legalization[J]. Child Res, 2021(12): 45-53. https://www.cnki.com.cn/Article/CJFDTOTAL-SNEY202112008.htm
[9]	VOLK A A, CAMILLERI J A, DANE A V, et al. Is adolescent bullying an evolutionary adaptation?[J]. Aggress Behav, 2012, 38(3): 222-238. doi: 10.1002/ab.21418
[10]	HAWLEY P H. The ontogenesis of social dominance: a strategy-based evolutionary perspective[J]. Dev Rev, 1999, 19(1): 97-132. doi: 10.1006/drev.1998.0470
[11]	REIJNTJES A, VERMANDE M, GOOSSENS F A, et al. Developmental trajectories of bullying and social dominance in youth[J]. Child Abuse Negl, 2013, 37(4): 224-234. doi: 10.1016/j.chiabu.2012.12.004
[12]	DE VRIES E, KAUFMAN T M L, VEENSTRA R, et al. Bullying and victimization trajectories in the first years of secondary education: implications for status and affection[J]. J Youth Adolesc, 2021, 50(1): 1-12. doi: 10.1007/s10964-020-01363-2
[13]	VAN DER PLOEG R, STEGLICH C, VEENSTRA R. The way bullying works: how new ties facilitate the mutual reinforcement of status and bullying in elementary schools[J]. Soc Networks, 2020, 60: 71-82. doi: 10.1016/j.socnet.2018.12.006
[14]	ZHANG Y, LAN X, CUI G, et al. The silver lining in the dark cloud of social status insecurity: the mediating role of popularity goals in the association between social status insecurity and Chinese adolescents' bullying bystander behaviors[J]. J Interp Viol, 2021. DOI: 10.1177/008862605211023489.
[15]	POUWELS J L, LANSU T A M, CILLESSEN A H N. A developmental perspective on popularity and the group process of bullying[J]. Aggress Violent Beh, 2018, 43: 64-70. doi: 10.1016/j.avb.2018.10.003
[16]	OJANEN T, NOSTRAND F V. Social goals, aggression, peer preference, and popularity: longitudinal links during middle school[J]. Dev Psychol, 2014, 50(8): 21-34.
[17]	PALACIOS D, BERGER C. What is popular?Distinguishing bullying and aggression as status correlates within specific peer normative contexts[J]. Psicol Refl Crít, 2016, 29(1): 1-9. doi: 10.1186/s41155-016-0011-2
[18]	POUWELS J L, VAN NOORDEN T H J, LANSU T A M, et al. The participant roles of bullying in different grades: prevalence and social status profiles[J]. Soc Dev, 2018, 27(4): 732-747. doi: 10.1111/sode.12294
[19]	WRIGHT J C, GIAMMARINO M, PARAD H W. Social status in small groups: individual-group similarity and the social "misfit"[J]. J Pers Soc Psychol, 1986, 50(3): 523-536. doi: 10.1037/0022-3514.50.3.523
[20]	HONG J S, ESPELAGE D L. A review of research on bullying and peer victimization in school: an ecological system analysis[J]. Aggress Violent Beh, 2012, 17(4): 311-322. doi: 10.1016/j.avb.2012.03.003
[21]	武亦文, 缪绍疆. 校园欺凌的群体过程及预防干预[J]. 中国学校卫生, 2017, 38(4): 629-633. doi: 10.16835/j.cnki.1000-9817.2017.04.046 WU Y W, MIAO S J. The group process and preventive intervention of school bullying[J]. Chin J Sch Health, 2017, 38(4): 629-633. doi: 10.16835/j.cnki.1000-9817.2017.04.046
[22]	杨海, 汪耿夫, 肖勇, 等. 初中生青春发育时相与同伴欺凌行为的相关性[J]. 中国学校卫生, 2016, 37(2): 174-177. doi: 10.16835/j.cnki.1000-9817.2016.02.005 YANG H, WANG G F, XIAO Y, et al. Study on the relationship between pubertal timing and peer bullying among junior high school students[J]. Chin J Sch Health, 2016, 37(2): 174-177. doi: 10.16835/j.cnki.1000-9817.2016.02.005
[23]	纪林芹, 高敏, 张良, 等. 青少年早期身体攻击与关系攻击的异质性共发模式、稳定性及其与同伴关系的联系[J]. 心理科学, 2020, 43(5): 1095-1102. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX202005010.htm JI L Q, GAO M, ZHANG L, et al. The co-occurring patterns of physical and relational aggression and the stability and associations with peer relationship among adolescents[J]. Psychol Sci, 2020, 43(5): 1095-1102. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX202005010.htm
[24]	REIJNTJES A, VERMANDE M, OLTHOF T, et al. Costs and benefits of bullying in the context of the peer group: a three wave longitudinal analysis[J]. J Abnorm Child Psych, 2013, 41(8): 1217-1229. doi: 10.1007/s10802-013-9759-3
[25]	岳童, 黄希庭, 岳彩镇, 等. 自身得失对朋友博弈结果评价的影响: 来自ERPs的证据[J]. 心理学报, 2021, 53(6): 651-666. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXB202106009.htm YUE T, HUANG X T, YUE C Z, et al. Influence of an individual's own gains and losses on the evaluation of friends' gambling results: evidence from ERPs[J]. Acta Psychol Sinic, 2021, 53(6): 651-666. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXB202106009.htm
[26]	POUWELS J L, SALMIVALLI C, SAARENTO S, et al. Predicting adolescents' bullying participation from developmental trajectories of social status and behavior[J]. Child Dev, 2018, 89(4): 1157-1176. doi: 10.1111/cdev.12794
[27]	MAYEUX L, SANDSTROM M J, CILLESSEN A H N. Is being popular a risky proposition?[J]. J Res Adolesc, 2008, 18(1): 49-74. doi: 10.1111/j.1532-7795.2008.00550.x
[28]	CILLESSEN A H N, MAYEUX L, HA T, et al. Aggressive effects of prioritizing popularity in early adolescence[J]. Aggress Behav, 2014, 40(3): 204-213. doi: 10.1002/ab.21518
[29]	CARAVITA S C S, GINI G, POZZOLI T. Main and moderated effects of moral cognition and status on bullying and defending[J]. Aggress Behav, 2012, 38(6): 456-468. doi: 10.1002/ab.21447
[30]	HAWLEY P H. The duality of human nature: coercion and prosociality in youths' hierarchy ascension and social success[J]. Curr Dir Psychol Sci, 2014, 23(6): 433-438. doi: 10.1177/0963721414548417
[31]	VERMANDE M M, GILHOLM P A, REIJNTJES A H A, et al. Is inspiring group members an effective predictor of social dominance in early adolescence?Direct and moderated effects of behavioral strategies, social skills, and gender on resource control and popularity[J]. J Youth Adolesc, 2018, 47(9): 1813-1829. doi: 10.1007/s10964-018-0830-9
[32]	HAWLEY P H, LITTLE T D, CARD N A. The allure of a mean friend: relationship quality and processes of aggressive adolescents with prosocial skills[J]. Int J Behav Develop, 2007, 31(2): 170-180. doi: 10.1177/0165025407074630
[33]	MAYEUX L. Understanding popularity and relational aggression in adolescence: the role of social dominance orientation[J]. Soc Dev, 2014, 23(3): 502-517. doi: 10.1111/sode.12054
[34]	POUWELS J L, LANSU T A M, CILLESSEN A H N. Participant roles of bullying in adolescence: status characteristics, social behavior, and assignment criteria[J]. Aggress Behav, 2016, 42(3): 239-253. doi: 10.1002/ab.21614
[35]	陈福喜, 洪昊青, 吴晶. 儿童校园欺凌的认知因素分析: 抑制控制的视角[J]. 教育科学研究, 2021(12): 5-11, 19. doi: 10.3969/j.issn.1009-718X.2021.12.002 CHEN F X, HONG H Q, WU J. Analysis of cognitive factors of children's school bullying: from the perspective of inhibitory control[J]. Educ Sci Res, 2021(12): 5-11, 19. doi: 10.3969/j.issn.1009-718X.2021.12.002
[36]	JOLLIFFE D, FARRINGTON D P. Examining the relationship between low empathy and bullying[J]. Aggress Behav, 2006, 32(6): 540-550. doi: 10.1002/ab.20154
[37]	CARAVITA S C S, CILLESSEN A H N. Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence[J]. Soc Dev, 2012, 21(2): 376-395. doi: 10.1111/j.1467-9507.2011.00632.x
[38]	BRECHWALD W A, PRINSTEIN M J. Beyond homophily: a decade of advances in understanding peer influence processes[J]. J Res Adolesc, 2011, 21(1): 166-179. doi: 10.1111/j.1532-7795.2010.00721.x
[39]	朱亚琳, 金灿灿. 黑暗三联征与攻击行为关系的元分析[J]. 心理科学进展, 2021, 29(7): 1195-1209. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202107005.htm ZHU Y L, JIN C C. A Meta-analysis of the relationship between the dark triad and aggressive behavior[J]. Adv Psychol Sci, 2021, 29(7): 1195-1209. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202107005.htm
[40]	HAWLEY P H. Prosocial and coercive configurations of resource control in early adolescence: a case for the well-adapted Machiavellian[J]. Merrill Palmer Quart, 2003, 49(3): 279-309. doi: 10.1353/mpq.2003.0013
[41]	POZZOLI T, GINI G. Longitudinal relations between students' social status and their roles in bullying: the mediating role of self-perceived social status[J]. J Sch Viol, 2021, 20(1): 76-88. doi: 10.1080/15388220.2020.1850462
[42]	ELLIS B J, VOLK A A, GONZALEZ J M, et al. The meaningful roles intervention: an evolutionary approach to reducing bullying and increasing prosocial behavior[J]. J Res Adolesc, 2016, 26(4): 622-637. doi: 10.1111/jora.12243
[43]	THORNBERG R, WÄNSTRÖM L, POZZOLI T, et al. Victim prevalence in bullying and its association with teacher-student and student-student relationships and class moral disengagement: a class-level path analysis[J]. Res Pap Educ, 2018, 33(3): 320-335. doi: 10.1080/02671522.2017.1302499
[44]	KOŠIR K, ZORJAN S, MIKL A, et al. Social goals and bullying: examining the moderating role of self-perceived popularity, social status insecurity and classroom variability in popularity[J]. Soc Dev, 2021, 31(2): 1-17.
[45]	NOCENTINI A, FIORENTINI G, DI PAOLA L, et al. Parents, family characteristics and bullying behavior: a systematic review[J]. Aggress Violent Beh, 2019, 45: 41-50. doi: 10.1016/j.avb.2018.07.010