基于调查实验法的校园欺凌概念界定:儿童和青少年的视角

Defining the Concept of School Bullying using Survey Experiment:Perspectives from Children and Adolescents

重复性、故意性和权力不对等性三个特征一直以来被视为校园欺凌的界定标准。校园欺凌常包括言语欺凌、肢体欺凌、关系欺凌和网络欺凌,其中关系欺凌是最隐蔽的,也是常被社会各界所忽视的一种欺凌形式。本文选择以关系欺凌为代表,探究儿童和青少年自身在界定欺凌时对重复性、故意性和权力不对等性三个标准的判断。我们采用调查实验法(Survey Experiment)开展研究设计。根据重复性(一次/多次)、故意性(无意/故意)和权力不对等性(对等/不对等)的取值情况(均为2个),本研究设计了一个包含8个(2×2×2)情景的调查实验。然后于2019年在甘肃和江苏两省的中小学生(N甘肃=1750,N江苏=4978)中开展了调查实验研究。结果表明:当实验情景中存在重复性特征或故意性特征时,情景被界定为欺凌的可能性更大;是否存在权力不对等性特征对情景被界定为欺凌的影响不具有统计学意义。基于此,本研究提出校园欺凌的界定应重点考虑重复性和故意性两个特征,而不必过于关注权力的不对等性。这为重新审视校园欺凌的界定标准和今后开展相关干预研究奠定了理论基础。

Repetitiveness,intentionality,and imbalance of power are the three widely accepted criteria for defining school bullying.Physical,verbal,relational,and cyber bullying are the most common forms of school bullying,while relational bullying is the easiest neglected.This study investigates the Chinese children and adolescents'views on defining relational bullying using the three criteria.A survey experiment design is adopted.Eight(2×2×2)scenarios are constructed based on the three criteria of repetitiveness(once vs.multiple times),intentionality(intentioned vs.not intentioned),and imbalance of power(equal vs.unequal).In.2019,Students from primary school,middle school,and high school in Gansu and Jiangsu province participated in this study(NGansu=1750,NJiangsu=4978).The results demonstrate that children and adolescents primarily adopt repetitiveness and intentionality as the criteria for defining relational bullying,not the imbalance of power.Based on this study,we suggest that school bullying interventions in China should pay attention to the repetitiveness and intentionality instead of the imbalance of power.Our study contributes to current school bullying research,both theoretically and methodologically.