初中生校园欺凌及班级氛围的影响机制研究
文献类型：学位论文
| 作者 | 赵亮 |
| 答辩日期 | 2024-06 |
| 文献子类 | 继续教育硕士 |
| 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 | 高文斌 |
| 关键词 | 班级氛围 校园欺凌 结交越轨同伴 多层结构方程模型 |
| 学位名称 | 理学硕士 |
| 学位专业 | 健康心理学 |
| 其他题名 | Research on the Mechanism of School Bullying and the Impact on Class Atmosphere among Junior High School Students |
| 中文摘要 | School bullying is a kind of common negative behavior occurrence in school life, with complex formation mechanisms and severe consequences. Previous studies have shown that school bullying is influenced by both group and individual factors. According to Self-Categorization Theory, class members are influenced by the prototype of the class and distributed around class prototypical norms. These norms reflect the role of class factors, while distributional differences reflect the influence of individual factors. Therefore, research on school bullying should consider both class level and individual level factors. However, current domestic research on school bullying is mostly limited to the sample studies without group structures and the exploration of the mechanism between a few variables, which has certain limitations in explaining the formation mechanism of school bullying. This study aims to address the shortcomings of current domestic research on school bullying by using a large sample of data with a class structure. The study considers six factors, namely, class atmosphere, social exclusion, loneliness, boredom, peer pressure, and deviant peer affiliation. It explores the influential factors of school bullying at the class level and the individual level, respectively. This study used seven scales, including 'Adolescent Peer Relationships-Bullies and Bullies' revised by Lu Donghai et al., to separately examine the six factors mentioned above and school bullying behavior. Questionnaires were distributed to 2,558 students in 64 junior high school classes. The study employed multilayer structural equation modelling, parallel mediation modelling, and chained mediation modelling. The main findings of the study are as follows: (1) An analysis of the current situation of school bullying among junior high school students shows that: (i) School bullying has significant differences in five grouping variables: school type, grade ranking, gender, stay-behind experience and mobility experience. Students such as those in Non-key schools, lagging behind in grades, male students, with left-behind experience or students with migrant experience show more bullying behaviors; (ii) No significant differences in school bullying were found based on grade difference, being a class committee member, or being an only child. (2) The results at the class level showed that: (i) classes with a better class atmosphere have lower levels of school bullying and less transgressive behaviors in the friendship groups of class members; (ii) the direct effect of class atmosphere on school bullying and the indirect effect through deviant peer affiliation had both classroom and in-class levels of effect, and the extent of the effect of school bullying was significantly greater at the class level. (3) Individual level results showed that: (i) the mediating effects of loneliness, boredom, peer pressure, and deviant peer affiliation are significant on class atmosphere and school bullying; (ii) social exclusion may be a contributing factor to the divergence observed between students' perceived class atmosphere and the aggregate class atmosphere. (4) Comprehensive analysis showed that: class atmosphere plays a major role in school bullying at the class level . However, at the individual level, it reveals a more intricate mechanism of impact.. Therefore, it is necessary to consider the roles of both levels comprehensively when studying the formation mechanism of school bullying. In conclusion, this study concludes that promoting class atmosphere and keeping students in a positive and friendly class environment is the best preventive measure against bullying in schools. Upon the foundation of a salubrious class atmosphere, identifying the individual factors that influence bullies' bullying behavior and helping them to establish a good social support system can further prevent school bullying. |
| 英文摘要 | 校园欺凌是普遍存在于校园生活中的负面行为，涉及复杂的形成机制和严重的影响后果。研究表明，这种行为既受到群体因素的影响也受到个体因素的影响。根据自我归类论的观点，班级成员会受到班级原型的影响而分布在原型规范的附近，原型规范反映了班级因素的作用，分布差异则体现了个体因素的影响。因此，对校园欺凌的研究应该同时考虑班级层面及个体层面。当前国内对校园欺凌的研究多局限于无班级结构的样本研究及少数变量间的机制探讨，对于校园欺凌形成机制的解释具有一定局限性。为了弥补当前国内研究的不足，本研究以有班级结构的大样本数据为基础，综合考虑班级氛围、社会排斥、孤 独感、无聊感、同伴压力以及结交越轨同伴六个因素，分别从班级层面及个体层面探讨校园欺凌的影响因素。 校园欺凌是普遍存在于校园生活中的负面行为，涉及复杂的形成机制和严重的影响后果。研究表明，这种行为既受到群体因素的影响也受到个体因素的影响。根据自我归类论的观点，班级成员会受到班级原型的影响而分布在原型规范的附近，原型规范反映了班级因素的作用，分布差异则体现了个体因素的影响。因此，对校园欺凌的研究应该同时考虑班级层面及个体层面。当前国内对校园欺凌的研究多局限于无班级结构的样本研究及少数变量间的机制探讨，对于校园欺凌形成机制的解释具有一定局限性。为了弥补当前国内研究的不足，本研究以有班级结构的大样本数据为基础，综合考虑班级氛围、社会排斥、孤独感、无聊感、同伴压力以及结交越轨同伴六个因素，分别从班级层面及个体层面探讨校园欺凌的影响因素。 （1）初中生校园欺凌的现状分析表明：①校园欺凌在学校类型，成绩排名，性别，留守经历和流动经历这五个分组变量上均存在显著差异；非重点学校，成绩落后，男生，有留守经历或有流动经历的学生表现出了更多的欺凌行为； ②校园欺凌在年级差异，是否为班委和是否为独生子女这三个变量上无显著差。 （2）班级层面的结果显示：①班级氛围更好的班级表现出较低的校园欺凌 水平，并且班级成员的友伴群体中越轨行为也更少；②班级氛围对校园欺凌的 直接影响及通过结交越轨同伴的间接影响都具有班级层面及班内层面的效应， 在班级层面的影响作用显著更大。 （3）个体层面的结果发现：①孤独感，无聊感，同伴压力，结交越轨同伴 在班级氛围和校园欺凌之间的中介效应都显著；②社会排斥可能是导致学生个 体感知的班级氛围与总体的班级氛围出现差异的因素。 （4）综合分析发现：班级氛围在班级层面对校园欺凌发挥着更重要的影响 作用，但在个体层面则反映了更复杂的影响机制，在研究校园欺凌的形成机制 时应综合考虑两个层面的作用。 综上，本研究认为促进班级氛围建设，使学生处于积极友好的班级环境是对校园欺凌现象最好的预防措施；在良好班级氛围的基础上，识别影响欺凌者出现欺凌行为的个体因素并助其建立良好的社会支持系统，则可以进一步避免欺凌事件的发生。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48308]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 赵亮. 初中生校园欺凌及班级氛围的影响机制研究[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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