针对初中生主动性网络攻击的心理干预训练及其效果

Effects of Psychological Intervention Training Targeting Proactive Cyber-aggression among Middle School Students

目的:基于社会学习理论设计降低初中生主动性网络攻击的干预训练,并评估其干预效果。方法:153名初中生被随机分配到干预组和对照组,干预组接受4周攻击-消极结果联结训练,对照组接受4周安慰剂训练。在干预前、第一周、第二周、第三周、干预后及干预完成的1周后分别使用网络攻击类型问卷(CATQ)和反应性主动性网络攻击情境问卷(RPSQ)测量被试的主动性网络攻击水平;在干预前后用网络欺负量表(RCBI)测量被试的总体网络攻击水平。结果:①在CATQ得分上,控制了前测差异后,干预组的主动性网络攻击水平在后测和追踪阶段均显著低于对照组;②在RPSQ得分上,控制了前测差异后,干预组的主动性网络攻击水平在后测和追踪阶段均显著低于对照组。结论:基于社会学习理论的干预训练能够在一定程度上降低初中生的主动性网络攻击水平。

Objective:To develop an early intervention program based on social learning theory for middle school stu⁃dents and to evaluate its effect on reducing proactive cyber-aggression.Methods:One hundred and fifty-three middle school students were randomized into an intervention group or a control group.The intervention group received aggressionnegative consequences bonding trainings for 4 weeks,while the control group received 4 weeks of placebo control trainings.Measures of proactive cyber-aggression were administered with The Cyber-Aggression Typology Questionnaire(CATQ)and Reactive and Proactive Cyber-Aggression Scenarios Questionnaire(RPSQ)at pre-,week 1,week 2,week 3,and post-as⁃sessment and at one week follow-up;measures of general cyber-aggression was administered with Revised Cyber Bullying Inventory(RCBI)at pre-and post-assessment.Results:①Results of CATQ showed that the intervention group reported significantly less proactive cyber aggression than the control group at post-training and follow-up after controlling for preassessment of proactive cyber-aggression;②Results of RPSQ showed that the intervention group reported significantly less proactive cyber aggression than the control group at post-training and follow-up after controlling for pre-assessment of pro⁃active cyber-aggression.Conclusion:The intervention program based on social learning theory in current study has consid⁃erable effects on reducing middle school students’proactive cyber-aggression.