中学生社会排斥人格特质和情绪调节策略与被欺凌后求助意愿的关系

熊雅妮; 马晓燕; 罗心诚; 杨玉悦; 徐盛朝; 胡康; 黄鹏

doi:10.16835/j.cnki.1000-9817.2022.09.016

中学生社会排斥人格特质和情绪调节策略与被欺凌后求助意愿的关系

doi: 10.16835/j.cnki.1000-9817.2022.09.016

熊雅妮¹,
马晓燕¹,
罗心诚¹,
杨玉悦¹,
徐盛朝¹,
胡康²,
黄鹏^{1, 3, ,}

1.
南昌大学公共卫生学院, 江西 330006
2.
南昌市新建区卫生健康委员会
3.
江西省预防医学重点实验室

基金项目:

江西省研究生创新专项资金项目 YC2021-S185

江西省大学生创新训练项目 S202110403009

详细信息

作者简介:
熊雅妮(2000-), 女, 江西九江人, 在读本科

通讯作者:
黄鹏, E-mail: huangpengncu@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G627.8 G444 R179
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- 被引次数: 0
出版历程
- 收稿日期: 2022-03-25
- 修回日期: 2022-06-16
- 网络出版日期: 2022-09-23
- 刊出日期: 2022-09-25

Associations between social exclusion, personality trait and emotional regulation with the willingness to seek help after being bullied in middle school students

1.
School of Public Health, Nanchang University, Nanchang (330006), China

摘要

摘要: 目的了解社会排斥、人格特质和情绪调节策略与中学生被欺凌后求助意愿的关系, 为合理干预中学生校园欺凌提供科学依据。方法以江西省抚州市崇仁县崇仁第二中学2 040名学生为研究对象, 采用一般情况调查表、Olweus欺凌问卷、求助意愿量表、社会排斥量表、人格量表和情绪调节量表对其中381名被欺凌者进行调查, 并用SPSS 26.0对数据进行统计处理。结果初、高中生被欺凌后求助意愿报告率分别为55.88%(133/238)和58.74%(84/143), 差异无统计学意义(χ²=0.30, P>0.05), 初、高中生被欺凌后求助意愿报告率在性别和户籍所在地间差异均无统计学意义(P值均>0.05)。在初中生中, 与无求助意愿者(3.83±0.78, 3.35±1.03, 3.33±1.03, 29.81±7.77)相比, 有求助意愿者被拒绝得分(3.57±0.75)较低, 亲和性和开放性人格特质得分(3.69±0.88, 3.72±0.79)均较高, 认知重评得分(32.42±8.25)也较高; 在高中生中, 有求助意愿者被拒绝和表达抑制得分(3.51±0.67, 26.96±7.47)低于无求助意愿者(3.76±0.72, 30.76±7.06), 外向性人格特质得分(3.61±0.95)高于无求助意愿者(3.25±1.04)(P值均 < 0.05)。对数二项回归分析显示, 表达抑制(OR=0.94, P=0.02)降低高中生被欺凌后的求助意愿。结论社会排斥、人格特质和情绪调节策略与初、高中生被欺凌后的求助意愿有一定关系。应积极关注中学生求助意愿的相关因素并鼓励中学生主动寻求帮助。
- 人格 /
- 情绪 /
- 精神卫生 /
- 暴力 /
- 回归分析 /
- 学生
Abstract: Objective To understand the relationships of social exclusion, personality trait and emotion regulation with willingness to seek help after being bullied, and to provide reference for rationalized intervention of campus bullying among middle school students. Methods A tatal of 2 040 middle school students from a middle school in Jiangxi Province were selected as the research objects, and surveyed by general situation questionnaire, Olweus Bullying Questionnaire, Willingness to Seek Help Scale, social exclusion scale, personality scale and Emotion Regulation Scale. Among them, a further survey of 381 bullies was conducted and SPSS 26.0 was used for statistical processing of data. Results About 55.88% (133/238) and 58.74% (84/143) reported willingness to seek help after being bullied among middle and high school students, respectively(χ²=0.30, P>0.05). There were no significant differences in gender and residency(P>0.05). In junior middle school students, compared with the non-help-willingness group(3.83±0.78, 3.35±1.03, 3.33±1.03, 29.81±7.77), the rejected scores of the help-willingness group were lower(3.57±0.75), scores of affinity and openness in personality traits were higher(3.69±0.88, 3.72±0.79), the cognitive reappraisal scores were higher(32.42±8.25). Among senior middle school students, the rejected and expression suppression scores of the help-willingness group were lower(3.51±0.67, 26.96±7.47), while extroversion personality traits were higher(3.61±0.95). Multivariate unconditional Log-binomial regression analysis showed that high score of expression suppression was associated with less willingness to seek help(OR=0.94, P=0.02). Conclusion Social exclusion, personality trait and emotional regulation may have certain influences on willingness to seek help after being bullied among junior and senior middle school students, effects varies by grade level.
- Personality /
- Emotions /
- Mental health /
- Violence /
- Regression analysis /
- Students
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表 1 不同人口学特征初高中生被欺凌后求助意愿报告率比较

Table 1. Comparison of report rate of help-seeking willingness among junior and senior middle school students with different demographic characteristics after being bullied

人口学指标	选项	初中生				高中生
人口学指标	选项	人数	报告人数	χ²值	P值	人数	报告人数	χ²值	P值
性别	男	140	74(52.86)	1.26	0.26	92	52(56.52)	0.52	0.47
	女	98	59(60.20)			51	32(62.75)
担任班干部	是	67	36(53.73)	0.18	0.68	39	25(64.10)	0.64	0.43
	否	171	97(56.73)			104	59(56.73)
户籍所在地	农村	134	69(51.49)	2.40	0.12	114	67(58.77)	< 0.01	0.99
	城镇	104	64(61.54)			29	17(58.62)
独生子女	是	17	10(58.82)	0.06	0.80	12	6(50.00)	0.41	0.52
	否	221	123(55.66)			131	78(59.54)
母亲文化程度	初中及以下	171	98(57.31)	1.46	0.48	119	73(61.34)	2.04	0.36
	高中/中专	61	33(54.10)			18	8(44.44)
	大专及以上	6	2(33.33)			6	3(50.00)
父亲文化程度	初中及以下	152	87(57.24)	0.32	0.85	101	61(60.40)	0.88	0.64
	高中/中专	67	36(53.73)			35	20(57.14)
	大专及以上	19	10(52.63)			7	3(42.86)
经常被长辈责骂	是	63	30(47.62)	2.37	0.12	28	17(60.71)	0.06	0.81
	否	175	103(58.86)			115	67(58.26)
经常被长辈体罚	是	10	6(60.00)	< 0.01	1.00	2	2(100.00)	0.51	0.34
	否	228	127(55.70)			141	82(58.16)
家庭经济状况	较好	49	27(55.10)	0.18	0.92	8	4(50.00)	0.28	0.87
	一般	166	94(56.63)			105	62(59.05)
	较差	23	12(52.17)			30	18(60.00)
学习负担	较轻	15	10(66.67)	1.20	0.55	5	3(60.00)	1.08	0.58
	一般	106	56(52.83)			58	37(63.79)
	较重	117	67(57.26)			80	44(55.00)

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表 2 被欺凌后有无求助意愿中学生社会排斥、人格特质及情绪调节策略得分比较(x±s)

Table 2. Comparison of social exclusion, personality traits and emotional regulation strategies among middle school students with or without seeking help after being bullied(x±s)

学段	救助意愿	人数	统计值	社会排斥		人格特质					情绪调节策略
学段	救助意愿	人数	统计值	被拒绝	被忽视	尽责性	外向性	亲和性	开放性	情绪不稳定性	表达抑制	认知重评
初中	有	133		3.57±0.75	2.43±1.02	3.19±0.93	3.61±0.96	3.69±0.88	3.72±0.79	3.83±1.05	29.89±8.01	32.42±8.25
	无	105		3.83±0.78	2.39±0.92	3.08±0.93	3.36±1.12	3.35±1.03	3.33±1.03	3.72±1.01	29.36±8.42	29.81±7.77
	小计	238		3.69±0.77	2.41±0.97	3.14±0.93	3.50±1.04	3.54±0.96	3.55±0.92	3.79±1.04	29.65±8.18	31.27±8.13
			t值	-2.65	0.29	0.92	1.79	2.75	3.31	0.82	0.50	2.49
			P值	0.01	0.77	0.36	0.08	0.01	< 0.01	0.41	0.62	0.01
高中	有	84		3.51±0.67	2.27±0.74	3.05±0.87	3.61±0.95	3.77±0.77	3.66±0.74	3.71±0.96	26.96±7.47	32.22±7.91
	无	59		3.76±0.72	2.51±0.76	2.95±0.89	3.25±1.04	3.59±0.89	3.46±0.89	3.78±0.97	30.76±7.06	32.39±6.82
	小计	143		3.61±0.70	2.37±0.75	3.01±0.88	3.46±1.00	3.69±0.82	3.58±0.80	3.74±0.96	28.53±7.52	32.29±7.46
			t值	-2.11	-1.89	0.65	2.10	1.24	1.48	-0.45	-3.07	-0.14
			P值	0.04	0.06	0.52	0.04	0.22	0.14	0.65	< 0.01	0.89

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表 3 中学生被欺凌后求助意愿相关因素的对数二项回归分析

Table 3. Log binomial regression analysis of related factors of middle school students' willingness to seek help after being bullied

学段	自变量	β值	标准误	Wald χ²值	P值	OR值(OR值95%CI)
初中	社会排斥
(n=238)	被拒绝	-0.32	0.19	2.86	0.09	0.73(0.50~1.05)
	人格特质
	亲和性	0.20	0.16	1.60	0.21	1.22(0.90~1.65)
	开放性	0.30	0.17	3.23	0.07	1.35(0.97~1.86)
	情绪调节策略
	认知重评	0.03	0.02	2.06	0.15	1.03(0.99~1.06)
高中	社会排斥
(n=143)	被拒绝	-0.25	0.28	0.78	0.38	0.78(0.45~1.36)
	人格特质
	外向性	0.22	0.20	1.26	0.26	1.25(0.85~1.84)
	情绪调节策略
	表达抑制	-0.06	0.03	5.36	0.02	0.94(0.90~0.99)

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