Relationship between middle school students' bullying behavior and family environment and education style
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摘要:
目的 了解安徽省中学生校园欺凌现状及其与家庭环境、教育方式的关系，为防范校园欺凌现象提供相应的预防措施。 方法 使用校园欺凌量表和自行设计的调查问卷，对安徽省合肥、芜湖、阜阳等地区初一至高三年级1 826名学生利用问卷星平台进行调查，采用SPSS 26.0进行数据分析。 结果 中学生校园欺凌报告率为41.40%，其中欺凌别人报告率为14.46%，被欺凌报告率为39.59%，欺凌他人同时受到他人欺凌报告率为12.65%。多因素Logistic回归矫正模型显示，与母亲关系一般和中学生校园欺凌存在正相关(OR=1.76，95%CI=1.22~2.53)，与父亲关系一般(OR=1.89，95%CI=1.47~2.43)、重组家庭(OR=2.28，95%CI=1.22~4.29)和中学生校园被欺凌存在正相关，父母之间的关系一般/差(OR=1.52，95%CI=1.06~2.17；OR=3.15，95%CI=1.79~5.57)与欺凌—被欺凌者存在正相关，惩罚打骂型家庭教育方式与欺凌、被欺凌、欺凌—被欺凌行为均存在正相关(OR=1.45，95%CI=1.10~1.90；OR=1.82，95%CI=1.48~2.23；OR=1.47，95%CI=1.10~1.96)(P值均 < 0.05)。 结论 中学生家庭环境及教育方式与校园欺凌行为存在一定程度相关。在生活中父母应注意保持良好的家庭氛围并与子女多沟通，降低校园欺凌行为的发生。 Abstract:Objective To understand the status quo of school bullying among middle school students in Anhui Province and its correlation with family environment and education methods of students related to school bullying, so as to provide corresponding prevention and controlling measures against school bullying. Methods The investigation has been conducted on the occurrence of school bullying among middle school students ranging from junior grade one to senior grade three in Hefei, Wuhu, Fuyang of Anhui Province, during which up to 1 826 students information has been gathered through Questionnaire Atar Platform using the school bullying scale and self-designed questionnaire. SPSS 26.0 statistical software has been applied for data analysis. Results The incidence of bullying was 41.40%, and among them, 14.46% were reported to bully others, 39.59% of them were of being bullied, and 12.65% of them were reported of bullying others and being bullied at the same time. Multivariate Logistic regression corrected model showed that quiet relationship with mother (OR=1.76, 95%CI=1.22-2.53) was a risk factor for the bully, quiet relationship with father(OR=1.89, 95%CI=1.47-2.43), reorganized family (OR=2.28, 95%CI=1.22-4.29) were the risk factors for the bullied, quiet/poor relationship between parents (OR=1.52, 95%CI=1.06-2.17; OR=3.15, 95%CI=1.79-5.57) was a risk factor for the bully-bullied; Punishment and abuse(OR=1.45, 95%CI=1.10-1.90; OR=1.82, 95%CI=1.48-2.23; OR=1.47, 95%CI=1.10-1.96) were risk factors for the above three behaviors(P < 0.05). Conclusion The incidence of school bullying is influenced by family environment and rearing style. In daily life, parents should be mindful of maintaining a good family relationship, fostering active communication with child, which can reduce the occurrence of school bullying. -
Key words:
- Violence /
- Family /
- Education /
- Mental health /
- Regression analysis /
- Students
1) 利益冲突声明 所有作者声明无利益冲突。2) 华龙和李宁为共同第一作者。 -
表 1 不同人口统计学特征中学生校园欺凌行为报告率比较
Table 1. Comparison of the report rate of school bullying with different demographic characteristics
人口统计学指标 选项 人数 统计值 欺凌 被欺凌 欺凌—被欺凌 性别 男 1 114 187(16.79) 465(41.74) 161(14.45) 女 712 77(10.81) 258(36.24) 70(9.83) χ2值 12.53 5.51 8.39 P值 < 0.01 0.02 < 0.01 是否独生子女 是 508 81(15.94) 201(39.57) 69(13.58) 否 1 318 183(13.88) 522(39.61) 162(12.29) χ2值 1.26 0.00 0.55 P值 0.26 0.99 0.46 学段 初中 794 137(17.25) 355(44.71) 122(15.37) 高中 1 032 127(12.31) 368(35.66) 109(10.56) χ2值 15.37 8.88 9.37 P值 < 0.01 < 0.01 < 0.01 注：()内数字为报告率/%。 
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表 2 不同家庭情况中学生校园欺凌行为报告率比较
Table 2. Comparison of reported rates of school bullying in different family backgrounds
家庭情况 选项 人数 统计值 欺凌 被欺凌 欺凌—被欺凌 父亲文化程度 小学及以下 268 33(12.31) 106(39.55) 31(11.57) 初中 885 135(15.25) 375(42.37) 116(13.11) 高中 476 75(15.76) 171(35.92) 65(13.66) 大学及以上 197 21(10.66) 71(36.04) 19(9.64) χ2值 4.40 6.58 2.50 P值 0.22 0.09 0.48 母亲文化程度 小学及以下 479 68(14.20) 195(40.71) 59(12.32) 初中 811 119(14.67) 341(42.05) 109(13.44) 高中 388 54(13.92) 128(32.99) 44(11.34) 大学及以上 148 23(15.54) 59(39.86) 19(12.84) χ2值 0.29 9.37 1.11 P值 0.96 0.03 0.77 与父亲的关系 好 1 445 186(12.87) 518(35.85) 160(11.07) 一般 334 68(20.36) 182(54.49) 62(18.56) 差 47 10(21.28) 23(48.94) 9(19.15) χ2值 14.11 41.19 15.62 P值 < 0.01 < 0.01 < 0.01 与母亲的关系 好 1 575 208(13.21) 599(38.03) 180(11.43) 一般 215 47(21.86) 110(51.16) 43(20.00) 差 36 9(25.00) 14(38.89) 8(22.22) χ2值 14.76 13.65 15.62 P值 < 0.01 < 0.01 < 0.01 父母之间的 好 1 476 190(12.87) 554(37.53) 164(11.11) 关系 一般 286 55(19.23) 138(48.25) 48(16.78) 差 64 19(29.69) 31(48.44) 19(29.69) χ2值 20.27 13.68 24.40 P值 < 0.01 < 0.01 < 0.01 教养方式 说服教育 1 235 156(12.63) 423(34.28) 135(10.93) 惩罚打骂 591 108(18.27) 300(50.76) 96(16.24) χ2值 10.29 45.56 10.21 P值 < 0.01 < 0.01 < 0.01 家庭类型 核心家庭 1 690 234(13.84) 651(38.52) 204(12.07) 单亲家庭 91 17(18.68) 44(48.35) 16(17.58) 重组家庭 45 13(28.89) 28(62.22) 11(24.44) χ2值 9.40 13.37 9.98 P值 0.01 < 0.01 0.02 注：()内数字为报告率/%。
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表 3 中学生校园欺凌行为多因素Logistic回归分析(n=1 826)
Table 3. Multi-factor Logistic regression analysis of bullying behavior in middle school students(n=1 826)
因变量 自变量 选项 模型1 模型2 OR值(OR值95%CI) P值 OR值(OR值95%CI) P值 欺凌 与母亲关系 一般 1.51(1.08~2.11) 0.02 1.76(1.22~2.53) < 0.01 差 2.72(1.55~4.76) < 0.01 2.08(0.96~4.52) 0.07 惩罚打骂型教育 1.45(1.11~1.91) 0.01 1.45(1.10~1.90) 0.01 被欺凌 与父亲关系 一般 1.88(1.46~2.40) < 0.01 1.89(1.47~2.43) < 0.01 差 1.28(0.70~2.35) 0.43 1.29(0.70~2.39) 0.41 惩罚打骂型教育 1.82(1.48~2.23) < 0.01 1.82(1.48~2.23) < 0.01 家庭类型 单亲家庭 1.36(0.87~2.12) 0.17 1.34(0.86~2.09) 0.20 重组家庭 2.31(1.24~4.33) 0.01 2.28(1.22~4.29) 0.01 欺凌—被欺凌 父母间关系 一般 1.51(1.06~2.15) 0.02 1.52(1.06~2.17) 0.02 差 3.21(1.83~5.63) < 0.01 3.15(1.79~5.57) < 0.01 惩罚打骂型教育 1.48(1.11~1.97) 0.01 1.47(1.10~1.96) 0.01 注：模型1为纳入家庭环境及教育方式自变量，模型2为矫正性别和学段因素；因变量赋值中欺凌、被欺凌、欺凌—被欺凌均为发生为1，不发生为0；自变量赋值中与父、母关系及父母间关系均以好为参照，家庭类型以核心家庭为参照。
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