泸州市小学生心理弹性对校园暴力认知偏向的影响

Influence of psychological resilience on cognitive bias towards school violence among primary school students in Luzhou

目的探讨心理弹性与三至五年级小学生校园暴力认知偏向之间的关系,为小学生校园暴力防控提供科学依据。方法采用分层整群随机抽样的方法,选取泸州市三至五年级5976名小学生为研究对象,对校园暴力认知和心理弹性进行自填式匿名问卷调查。结果小学生心理弹性平均为(40.08±8.05)分,校园暴力认知平均为(62.55±6.38)分。多因素Logistic回归分析显示,心理弹性是影响校园暴力认知的独立影响因素(OR=1.04,P<0.01),心理弹性越好,校园暴力认知越高。此外,公立学校(OR=0.45,P<0.01)与校园暴力高认知呈负相关;高年级(OR=1.77)、女生(OR=1.20)、朋友数量较多(OR=1.37)、是班干部(OR=1.37)、成绩中上(OR=2.13)、没有玩游戏(OR=1.33)、没有校外游荡(OR=1.78)、犯错误后父母积极教育(OR=1.45)与校园暴力高认知呈正相关(P值均<0.05)。结论小学生心理弹性越高,校园暴力认知更具正向偏向。家庭、学校及社会可采取针对提高小学生心理弹性的相关干预措施,改善小学生对校园暴力的认知,减少校园暴力的危害。

Objective To explore the relationship between psychological resilience and cognitive bias towards school violence in grade 3-5 primary school students in Luzhou city, so as to provide scientific basis for prevention and control of school violence in primary school students. Methods Students from grade 3-5 in primary schools in Luzhou were selected through stratified cluster random sampling method and were investigated with questionnaire survey. Results A total of 5 976 valid questionnaires were included, with an average score of psychological resilience(40.08±8.05) and an average score of school violence cognition(62.55±6.38). Multivariate results showed that psychological resilience was an independently associated with school violence perception(OR=1.04, P<0.01). The awareness of campus violence increased with resilience score. In addition, public school(OR=0.45) was associated with low awareness of school violence;senior grades(OR=1.77), girls(OR=1.20), and a greater number of friends(OR=1.37), student cadre(OR=1.37), middle/upper score in class(OR=2.13), no game playing(OR=1.33), no off-campus wandering(OR=1.78), timely parenting(OR=1.45) was associated with high awareness of school violence(P<0.05). Conclusion Psychological resilience positively correlates with cognition bias towards school violence. The higher the psychological resilience, the more positive perception of campus violence. Family, school and community-based interventions to enhance the resilience of students, increasing awareness towards school violence and ultimately reducing potential adverse impacts of school violence.