受欺负学生的心理韧性与学业水平的关系研究

The Relationship between Psychological Resilience and Academic Performance of Bullied Students

以青少年心理韧性量表、校园欺负量表和学业水平测试为研究工具,对整群随机抽取的S市6656名初中九年级学生进行了调查研究。结果发现,受欺负学生在积极认知和情绪行为上存在显著的性别差异,其心理韧性得分显著低于一般学生;学业水平与心理韧性量表有显著的正相关,受欺负程度负向预测学业水平,心理韧性正向预测学业水平,自尊、师生关系和学生关系在其中起到部分中介作用。减少学生的受欺负程度,培养学生积极的认知,以及营造良好的家庭环境,可以帮助受欺负学生改善不利处境造成的危害,增强其解决问题的能力,促进其学业水平的提高。

In order to explore the relationship of psychological resilience and academic performance of bullied students, a total of 6656 randomly sampled 9th grade students from S city were investigated using Adolescent Resilience Scale, School Victim Questionnaire and Academic Performance Test. The results show that： there were significant gender differences in the dimensions of positive perception and emotional behaviors among bullied students, and the bullied students＇ psychological resilience score were significantly lower than other students. Academic performance was significantly positively related to psychological resilience. The degree of being bullied could negatively predict their academic performance, and psychological resilience could positively predict their academic performance, with the partial mediation of self-esteem and relationships with teachers and classmates. It＇s necessary to reduce bullied students＇ degree of being bullied, cultivate their positive perception, and create a good family environment to help bullied students improve the unfavorable situation, enhance the ability of solving problems, and promote the improvement of academic performance.