湖南省校园欺凌现况及不同角色间影响因素分析

Prevalence and influencing factors of bullying:bullies,victims,and bullyvictims among high school students in Hunan province

目的了解湖南省中学生发生校园欺凌现况及经历欺凌中不同角色的影响因素。方法于2018年4—7月采用分层整群抽样方法抽取湖南省32所学校的8 699名中学生进行匿名问卷调查。结果发生校园欺凌行为的中学生占比为19.3%,其中,单纯受欺凌者占比为13.7%,单纯欺凌者占比为1.9%,欺凌–受欺凌者占比为3.7%。多元logistic回归分析显示,男生、经常玩暴力游戏、无学校安全感是三者共同的危险因素。相对于内向型性格,中间型性格的中学生成为单纯受欺凌者与欺凌–受欺凌者的风险分别约为0.82、0.54倍。相较于完整家庭,单亲家庭(OR=1.674,95%CI=1.041~2.693)和再婚/寄养家庭(OR=1.968,95%CI=1.291~2.998)里成长的中学生成为欺凌–受欺凌者的风险均增加。结论湖南省中学生校园欺凌行为中,单纯受欺凌者、单纯欺凌者、欺凌–受欺凌者的影响因素存在差异。校园欺凌的预防和干预应考虑不同角色特征提出针对性措施。

Objective To explore the prevalence and influencing factors of different bullying behaviors among high school students in Hunan province.Methods Using stratified cluster sampling,we conducted a self-administered anonymous questionnaire survey among 9156 students randomly selected from 32 high schools in 4 municipalities across Hunan province during April–July,2018.Results Of the 8699 students with valid information,13.7%,1.9%,and 3.7%reported bullying victimization,perpetration,and both victimization and perpetration;the overall prevalence rate of bullying was 19.3%among the respondents.Multivariate logistic regression analysis showed that male gender,playing violent games frequently,and lack of perceived safety in school were the common risk factors for the three types of bullying behaviors.Compared with the those with introvert personality,the respondents with intermediate personality were less likely to being bullying victims(odds ratio[OR]=0.82)and bully-victims(OR=0.54).In comparison with those from intact families,the students from single-parent families and remarried/foster families were at an increased risk of being bully-victims(OR=1.674,95%confidence interval[95%CI]:1.041–2.693 and OR=1.968,95%CI:1.291–2.998).Conclusion The influencing factors of school bullying behavior are different for bullies,victims,and bully-victims and targeted interventions need to be developed for the prevention of bullying among high school students in Hunan province.