防欺凌严肃游戏对四至六年级小学生旁观者行为的影响
文献类型：学位论文
| 作者 | 李婷 |
| 答辩日期 | 2022-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李会杰 |
| 关键词 | 校园欺凌干预 严肃游戏 旁观者行为 小学生 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The effects of anti-bullying serious games on bystander behaviors of elementary school students in grades four to six |
| 中文摘要 | School bullying is a social problem that exists around the world, and has become one of the serious problems leading to the rise in teenage suicide rates. School bullying usually occurs in the presence of peers, and serious games can be used to intervene with bystanders to prevent or end real-life bullying. In order to reduce the incidence of bullying in elementary and secondary schools, we developed an anti-bullying serious game suitable for adolescents, and examined its beneficial effects on empathy, general self-efficacy, bystanders guardianship and peer guardianship. In this study, cluster sampling method was adopted, 4 classes were randomly selected from grade 4 to grade 6 in an elementary school and were randomly assigned to the intervention group and the control group. In each grade, the intervention group and the control group each contained 2 classes, of which 271 students were in the intervention group and 278 students in the control group. Participants in the intervention group received serious game intervention once a week, 30-40 minutes per time, within 2 weeks. The control group participants attended computer lessons according to the syllabus. Bullying behavior, empathy, general self-efficacy, bystander behavior and peer guardianship questionnaires were assessed before and after the intervention. After the intervention，the results showed that: 1) Overall, compared with the control group, the scores of victim protection behavior, peer guardianship, the empathy and general self-efficacy in the intervention group were significantly improved, while the score of outsiders' behavior was significantly decreased; 2) The training beneficial effects of self-efficacy, empathy, and outsider's behavior were better in bystanders in comparison with bullied students in the intervention group; 3) In the intervention group, the empathy intervention effect of the fourth-grade students is better than that of the fifth- and sixth-grade students; 4) In the intervention group, the empathy intervention effect of girls is better than that of boys. This study found that after the intervention of anti-bullying serious games, the positive behaviors such as empathy, general self-efficacy, victim protection behavior and peer guardianship behavior of primary school students in the intervention group were significantly improved, while negative behaviors such as outsider's behavior decreased significantly. This study shows that the current anti-bullying serious game has a good effect on the intervention of primary school students in grades four to six and can be used as an effective supplementary tool for school anti-bullying education. |
| 英文摘要 | 校园欺凌是一个存在于世界各地的社会问题，已成为导致青少年自杀率上升的严重问题之一。校园欺凌行为通常发生在同伴在场的情况下，通过严肃游戏对旁观者进行干预可阻止或结束现实中的欺凌行为。为减少中小学的校园欺凌发生率，我们开发了一款适合青少年的防欺凌严肃游戏，并通过考察其在共情、一般自我效能感、旁观者行为及同辈守护等心理行为的干预效果。 本研究采用整群取样的方法，从某小学四至六年级各随机抽取4个班，并以班级为单位随机分为干预组和对照组。在每个年级中，干预组和对照组各包含2个班，其中干预组共271人，对照组共278人。干预组被试接受1次/周、30-40分钟/次、为期2周的防欺凌严肃游戏干预。对照组被试按计算机教学大纲正常上课。干预前、后分别对所有被试进行欺凌行为、共情、一般自我效能感、旁观者行为及同辈守护等测试。 进行干预后，研究结果表明:1)从总体上看，相比对照组，干预组的保护受害者行为、同辈守护、共情和一般自我效能感均显著提升，局外人行为得分显著降低;2)干预组中，旁观者的一般自我效能感、共情、局外人行为的干预效果优于受欺凌者;3)干预组中，四年级学生的共情干预效果优于五、六年级学生;4)干预组中，女生的共情干预效果优于男生。 本研究发现，经过防欺凌严肃游戏干预后，干预组小学生的共情、一般自我效能感、保护受害者行为及同辈守护等积极行为显著提升，局外人行为得分等消极行为显著下降。本研究说明防欺凌严肃游戏对四至六年级的小学生干预效果良好，可以作为校园防欺凌教育的有效补充工具。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/44999]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 李婷. 防欺凌严肃游戏对四至六年级小学生旁观者行为的影响[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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