班级氛围与初中生欺凌行为的关系:基于多层结构方程模型
The Relationship between Class Atmosphere and Bullying Behavior among Junior High School Students:Based on Multilevel Structural Equation Model
查看参考文献38篇
|
文摘
|
目的:探索班级氛围、结交越轨同伴与欺凌行为之间在学生层面及班级层面的关系。方法:采用班级氛围量表、欺凌行为量表及越轨同伴交往问卷,以班级为单位在海南地区6所初中的39个班级中对1422名初中学生开展问卷调查。结果:(1)班级氛围在学生层面及班级层面都对欺凌行为有显著的负向作用,且结交越轨同伴均起到部分中介作用;(2)低层级中介模型分析结果显示,班级氛围对欺凌行为的影响在班级层面比学生层面的解释力更高;(3)跨层级中介模型的拟合水平显著优于低层级中介模型,指示实际的班级氛围对于欺凌行为的预测更接近班级中的实际情况。结论:良好的班级氛围从学生层面和班级层面同时对欺凌行为起到抑制作用,并且通过抑制学生结交越轨同伴来抑制欺凌行为,其中班级层面因素对欺凌行为产生的影响效果更大且预测效果更好。 |
|
其他语种文摘
|
Objective:To establish a multilevel structural equation model (MSEM) to investigate the influence of the class atmosphere and deviant peer affiliation on bullying at both the group and individual levels.Methods:A total of 1422 junior high school students were selected from 39 classes in Hainan,China.The class atmosphere scale,peer relations-bully scale and deviant peer affiliation questionnaire were issued.We conducted the common method bias test and correlation analysis,and the 1-1-1 model and 2-1-1 model based on MSEM.The hierarchical regression approach and Markov Chain Monte Carlo (MCMC) were used to test the reliability of the model.Results:(1)The class atmosphere negatively predicted bullying behaviour at both the class level and the individual level,and individual association with deviant peers played a partial mediating role between class atmosphere and bullying behaviour;(2)The impact of class atmosphere on bullying behaviour was more explanatory at the class level than at the individual level;(3)Compared to the individual levels,the class level was closer to the occurrence of bullying behaviour in class.Conclusion:This study identifies a nuanced relationship between class atmosphere and bullying behaviour,influenced by individual tendencies and group characteristics related to deviant peer affiliations.We found that a good class atmosphere has an inhibitory effect on bullying behaviour:it suppresses bullying behaviour by preventing students from forming deviant peer affiliations.Among these,the class level factors have greater impacts and better predictive effects on bullying behaviour.Practically,the study highlights the importance of educators to monitor adolescents'friendship choices,promote healthy peer relationships,and foster an improved class atmosphere. |
|
来源
|
中国临床心理学杂志
,2023,31(6):1339-1345 【核心库】
|
|
DOI
|
10.16128/j.cnki.1005-3611.2023.06.010
|
|
关键词
|
班级氛围
;
欺凌行为
;
越轨同伴
;
多层结构方程模型
|
|
地址
|
1.
中国科学院心理研究所, 北京, 100101
2.
中国科学院大学心理学系, 北京, 100049
3.
项城市第一高级中学, 项城, 466200
|
|
语种
|
中文 |
|
文献类型
|
研究性论文 |
|
ISSN
|
1005-3611 |
|
学科
|
基础医学 |
|
文献收藏号
|
CSCD:7621829
|
参考文献 共
38
共2页
|
|
1.
路海东. 青少年同伴关系-欺凌者与被欺凌者量表修订及应用.
中国健康心理学杂志,2021,29(3):460-467
|
CSCD被引
3
次
|
|
|
|
|
2.
Menesini E. Bullying in schools: The state of knowledge and effective interventions.
Psychol Health Medicine,2017,22(sup1):240-253
|
CSCD被引
1
次
|
|
|
|
|
3.
Yang C. School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools.
Journal of School Psychology,2020,82:49-69
|
CSCD被引
2
次
|
|
|
|
|
4.
Bjarehed M. Individual moral disengagement and bullying among Swedish fifth graders: The role of collective moral disengagement and probullying behavior within classrooms.
Journal of Interpersonal Violence,2021,36(17/18):1-25
|
CSCD被引
1
次
|
|
|
|
|
5.
王琼. 校园人际谣言对初中生抑郁的影响:有调节的中介模型.
中国临床心理学杂志,2022,30(3):595-599
|
CSCD被引
2
次
|
|
|
|
|
6.
Ye W. Longitudinal association between interparental conflict and risk-taking behavior among Chinese adolescents: Testing a moderated mediation model.
Child and Adolescent Psychiatry and Mental Health,2023,17(5):1-12
|
CSCD被引
1
次
|
|
|
|
|
7.
Coelho V A. The relation between social anxiety, social withdrawal and (cyber)bullying roles: A multilevel analysis.
Computers in Human Behavior,2018,86:218-226
|
CSCD被引
1
次
|
|
|
|
|
8.
Loes Pouwels J. A developmental perspective on popularity and the group process of bullying.
Aggression and Violent Behavior,2018,43:1-28
|
CSCD被引
1
次
|
|
|
|
|
9.
Thornberg R. How do secondary school students explain bullying?.
Educational Research,2019,61(2):142-160
|
CSCD被引
1
次
|
|
|
|
|
10.
曾欣然. 班级欺凌规范与欺凌行为:群体害怕与同辈压力的中介作用.
心理学报,2019,51(8):935-944
|
CSCD被引
4
次
|
|
|
|
|
11.
Thornberg R. Collective moral disengagement and its associations with bullying perpetration and victimization in students.
Educational Psychology,2021,41(8):952-966
|
CSCD被引
1
次
|
|
|
|
|
12.
王小凤. 学校道德氛围感知对中学生冷漠旁观行为的影响:一个有调节的中介模型.
中国临床心理学杂志,2023,31(2):396-401
|
CSCD被引
3
次
|
|
|
|
|
13.
张林. 冷酷无情特质与初中生校园欺凌行为的关系:一个有调节的中介模型.
心理发展与教育,2023,39(2):266-275
|
CSCD被引
1
次
|
|
|
|
|
14.
鲍振宙. 校园欺凌中的"袖手旁观":校园氛围、学校联结和道德推脱的作用.
心理发展与教育,2023,39(4):580-589
|
CSCD被引
2
次
|
|
|
|
|
15.
温福星.
阶层线性模型的原理和应用,2009
|
CSCD被引
1
次
|
|
|
|
|
16.
胡义豪. 同伴侵害与青少年抑郁的关系:班级攻击规范凸显性的调节作用.
心理发展与教育,2023,39(4):542-549
|
CSCD被引
1
次
|
|
|
|
|
17.
刘晓薇. 受欺负与青少年外化问题关系的“健康环境悖论”:敌意性归因的中介作用.
心理学报,2021,53(2):170-181
|
CSCD被引
3
次
|
|
|
|
|
18.
Brehmer M. Perceived moral norms in an extended theory of planned behavior in predicting university students'bystander intentions toward relational bullying.
European Journal of Investigation in Health Psychology and Education,2023,13(7):1202-1218
|
CSCD被引
1
次
|
|
|
|
|
19.
Thornberg R. A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate.
Social Psychology of Education,2023:1-20
|
CSCD被引
1
次
|
|
|
|
|
20.
余易达. 班级师生关系调节学生反欺凌态度与欺凌行为的关系:一项多水平分析.
心理发展与教育,2023,39(4):550-558
|
CSCD被引
1
次
|
|
|
|
|
了解气象卫星更多信息，请访问