西部学校校园欺凌的实证研究

Empirical study on school bullying in Western schools

为描述西部学校校园欺凌行为的基本特征和群际差异,采用张文新修订的挪威心理学家Olweus的儿童欺凌问卷测验工具,借鉴校园欺凌调查工具,从欺凌对象、欺凌方式、应对方式3个方面对陕西省两所农村寄宿制学校300名学生进行了问卷调查。研究发现:欺凌对象具有同辈关系差、社会排斥高、人际求助意识弱的基本特征;校园欺凌应对方式具有旁观型多,干预型少的特征。欺凌行为应对方式的学段差异:小学阶段学生相比初中应对方式干预型多,小学多肢体欺凌,初中关系欺凌增多;欺凌方式的性别差异:男生更倾向于肢体攻击型欺凌行为;女生更倾向于关系欺凌。可测到显著的分类变量差异:欺凌方式存在显著性别差异、年级差异;欺凌对象存在就读方式差异;应对方式存在就读方式、年级差异。应结合学生群际特征差异,积极应对校园欺凌现象,针对寄宿生的群体特征,采取反制校园欺凌的有效措施,体现课程教育的德育功能,营造消弭欺凌行为的校园文化氛围。

To describe the basic characteristics and intergroup differences on school bullying in the Western schools, a questionnaire survey was conducted among 300 students from two rural boarding schools in Shaanxi province from three aspects： bullying objects, bullying styles and coping styles by using ZHANG Wen-xin＇ s revised children bullying questionnaire tool of Norwegian psychologist Olweus and learning from school bullying investigation tools. The research shows that the bullying objects have the basic characteristics of poor peer relationship, high social exclusion and weak interpersonal help- seeking consciousness; the coping styles of school bullying have the characteristics of more observation and less intervention. There are differences in coping styles of bullying： primary school students have more intervention styles than junior middle school students, primary school students have more physical bullying, and junior middle school relationship bullying is increased; There are gender differences of bullying： boys are more likely to have physical aggressive bullying; girls are more likely to have relationship bullying. Significant differences in classification variables can be found： there are significant gender differences and grade differences in bullying styles; bullying objects have differences in study styles; coping styles exist in study styles and grade differences. Combined with tile intergroup characteristics differences of students, the phenomenon of school bullying should be actively dealt with. According to the group characteristics of boarding students, the effective measures should be taken to counter school bullying so as to embody the function of moral education in curriculum education and create a school culture atmosphere to eliminate bullying.