家庭社会经济文化地位与学生遭受校园欺凌关系的实证研究——家长支持和教师支持的中介作用

Empirical Research on Relationship between Family Economic,Social and Cultural Status and Students' Exposure to School Bullying——Mediating Effects of Parental Support and Teacher Support

文章采用PISA2015中国北京、上海、江苏和广东四省(市)数据,分析了家庭社会经济文化地位(ESCS)与学生遭受校园欺凌之间的关系,并检验了家长支持和教师支持在其中发挥的中介作用。结果发现:家庭ESCS能够显著负向预测学生遭受校园欺凌;家长支持和教师支持在家庭ESCS与学生遭受校园欺凌的关系之间发挥中介作用,两变量发挥的中介效应的大小略有差别。研究建议国家要继续健全校园欺凌防治制度,减少弱势背景学生群体中发生的欺凌侵害;弱势背景家庭要加强对子女的关怀和支持,增强子女抵御校园欺凌侵害的能力;教师要公平公正地对待每一位学生,引导学生开展正确的同伴交往活动。

The research,using PISA2015 Beijing-Shanghai-Jiangsu-Guangdong（ China） data,explored the relationship between family economic,social and cultural status（ ESCS） and students＇ exposure to school bullying,and further examined the mediating effects of parental support and teacher support on the relationship between family ESCS and students＇ exposure to school bullying. It is found that family ESCS significantly negatively predicted students＇ exposure to school bullying; parental support and teacher support mediated the relationship between family ESCS and students＇ exposure to school bullying with slightly different mediating effects. The research suggests that our nation should continue to improve the system of school bullying prevention and treatment,and reduce bullying victimization among students of disadvantaged backgrounds; parents of disadvantaged families should give more support and care to their children to enhance their abilities against bullying victimization; teachers should treat students fairly and guide students to socialize with their peers appropriately.