初中生安全感、感知到的教师支持与传统欺凌行为的关系

Relationship among sense of security,perceived teacher support and traditional bullying behavior in junior high school students

目的探讨初中生安全感、感知到的教师支持与传统欺凌行为之间的关系。方法 2019年11月采用安全感量表(security questionnaire,SQ)、感知到的教师支持量表、中学生传统欺凌与受欺凌问卷对山西省晋中市的500名初中生进行纸质问卷调查。结果共发放问卷500份,回收有效问卷467份,问卷的回收率为93.4%。安全感、感知到的教师支持与传统欺凌行为得分分别为58.62±12.39、82.24±17.65、14.76±6.72。不同生源地初中生感知到的教师支持差异有统计学意义(t=4.376,P<0.01)。不同年级初中生感知到的情感支持和能力支持差异有统计学意义(t=3.114、4.754,均P<0.05)。不同性别和年级初中生传统欺凌行为得分比较,差异均有统计学意义(t=4.012、3.481,均P<0.05)。初中生安全感(Beta=-0.205,F=20.369,P<0.01)、感知到的教师支持(Beta=-0.294,F=44.060,P<0.01)对传统欺凌行为具有显著的负向预测作用。初中生安全感、感知到的教师支持与传统欺凌行为之间有相关性(均P<0.01)。感知到的教师支持在安全感与初中生传统欺凌行为之间具有明显的中介作用,中介效应占总效应的32.7%。结论初中生安全感、感知到的教师支持与传统欺凌行为显著相关,感知到的教师支持在安全感对欺凌行为的影响中起到中介作用。

Objective To explore the relationship between junior high school students’ sense of security,perceived teacher support and traditional bullying behaviors. Methods By using security scale(SQ),perceived teacher support scale,middle school students’ traditional bullying and being bullying questionnaire,a paper-based questionnaire survey was conducted among 500 junior middle school students in Jinzhong City of Shanxi Province in November 2019. Results A total of 500 questionnaires were issued and 467 valid questionnaires were recovered,with a recovery rate of 93.4%. The scores of sense of security,perceived teacher support and traditional bullying was 58.62 ±12.39,82.24±17.65 and 14.76±6.72,respectively. The difference in teacher support perceived by junior high school students from different student sources was statistically significant(t=4.376,P<0.01). There were statistically significant differences in perceived emotional support and ability support among junior high school students of different grades(t=3.114,4.754,both P<0.05). The differences in score of traditional bullying were statistically significant among junior middle school students in different gender and grade(t=4.012,3.481,both P<0.05). The sense of security(Beta=-0.205,F=20.369,P<0.01)and perceived teacher support(Beta=-0.294,F=44.060,P<0.01) had a significant negative predictive effect on traditional bullying behavior. There were correlations between junior middle school students’ sense of security,perceived teacher support and traditional bullying behavior(all P<0.01). Perceived teacher support played a intermediary role between the sense of security and the traditional bullying behavior of junior high school students,with the mediating effect accounting for 32.7% of the total effect.Conclusion Middle school students’ sense of security and perceived teacher support are significantly correlated with traditional bullying behavior,and perceived teacher support plays an intermediary role in the influence of security on bullying behavior.