中学生校园欺凌与情绪行为问题的关系

Relationship between bullying and emotional behavior problems in middle school students

目的调查中学生的情绪与行为问题现状并分析其影响因素。方法采用一般情况调查问卷、长处与困难问卷(学生版)、伊利诺斯欺负量表对湖南省两所中学680人进行测评,对数据进行t检验、方差分析,Pearson相关分析及逐步多元回归分析。结果(1)困难总分[(12.09±5.67)分]检出率为11.2%,品行问题[(2.42±1.66)分]检出率为11.2%,多动/注意缺陷[(3.65±2.08)分]检出率为7.7%,情绪症状[(2.82±2.32)分]检出率为6.9%,同伴关系问题[(3.21±1.79)分]检出率为11.0%,前社会化行为[(7.02±2.39)分]检出率为14.5%。(2)男生困难总分、品行问题、多动/注意缺陷、同伴关系问题因子得分高于女生(t=2.79,4.03,2.44,3.40,均P<0.05),而男生的前社会化行为因子得分低于女生(t=-5.29),差异有统计学意义(P<0.05)。(3)中学生的困难总分、品行问题、同伴关系问题因子和前社会化行为得分存在城乡差异(t=-3.93,-2.55,-7.00,5.26,均P<0.05)。(4)留守中学生的困难总分、品行问题、多动/注意缺陷、情绪症状因子得分高于非留守中学生(t=-3.18,-2.50,-2.67,-2.40,均P<0.05)。(5)不同父亲文化程度的中学生在困难总分、同伴关系问题、前社会化行为因子得分差异有统计学意义(F=3.84,7.38,6.20,均P<0.05),不同母亲文化程度的中学生在困难总分、同伴关系得分差异有统计学意义(F=3.97,7.10,均P<0.05)。(6)中学生的长处和困难问卷的困难总分、品行问题、多动注意缺陷、情绪症状、同伴关系问题与Illinois欺负量表总分、被欺负分量表、欺负分量表、打架分量表的得分呈显著正相关(r=0.165~0.430,P<0.05)。(7)性别、城乡、留守与否、母亲文化程度、欺负、被欺负、打架是中学生情绪与行为问题的影响因素(β=0.010~0.533,P<0.05)。结论部分湖南省中学生存在情绪及行为问题,应加强学校的心理健康教育。

Objective To investigate the current situation of emotional and behavioral problems and analyze the influencing factors of middle school students.Methods The general information questionnaire,the strengths and difficulties questionnaire(student version),and the illinois bullying scale were used to evaluate 680 students in two middle schools in Hunan province.Statistical analysis was performed using t test,analysis of variance,Pearson correlation analysis and stepwise multiple regression analysis.Results(1)The detection rate of total difficulty(12.09±5.67),conduct problem(2.42±1.66),hyperactivity/attention defect(3.65±2.08),emotional(2.82±2.32),peer relationship problem(3.21±1.79)and pre-socialization behavior(7.02±2.39)were 11.2%,11.2%,7.7%,6.9%,11.0%and 14.5%.(2)The scores of total difficulties,conduct problem,hyperactivity/attention deficit and peer relationship problems of boys were higher than that of girls(t=2.79,4.03,2.44,3.40,all P<0.05),while the score of pre-socialization behavior of boys was lower than that of girls(t=-5.29,P<0.05).(3)The scores of total difficulties,conduct and peer relations,pre-socialization of rural students were significantly different with those of urban students(t=-3.93,-2.55,-7.00,5.26,all P<0.05).(4)The score of total difficulties,conduct problem,hyperactivity/attention deficit and emotional symptoms of left-behind students were higher than that of un-left-behind students(t=-3.18,-2.50,-2.67,-2.40,2.19,all P<0.05).(5)Middle school students with different fathers'education levels showed different scores of total difficulties,peer relationship problem and pre-socialized behavior(F=3.84,7.10,6.20,all P<0.05),while middle school students with different mothers'education levels showed different scores of total difficulties and peer relationship problem(F=3.97,7.38,both P<0.05).(6)The scores of total difficulties,emotional symptoms,conduct problems,and hyperactivity/attention deficit of the middle school students were significantly positively correlated with the total score of the bullying total scale,the bullish subscale,the bullying subscale,and the fighting subscale(r=0.165-0.430,P<0.05).(7)Gender,urban and rural areas,left-behind or not,maternal education level,bullying,being bullied,fighting were the influencing factors of middle school students'emotion and behavior problems(β=0.010-0.533,P<0.05).Conclusion Some middle school students in Hunan province have emotional and behavioral problems and more attention should bo paid to mental health education.