小学生欺凌旁观者行为及其与家庭功能的关联

Bullying bystanders'behaviors among pupils and the correlation with family function

目的研究小学生欺凌旁观者行为现状及其与家庭功能的关联,为校园欺凌的教育干预提供实证支撑。方法采用整群随机抽样方法,在2019年11月选取重庆市巫山县某小学1145名小学生,采用小学生欺凌旁观者行为问卷和家庭亲密度与适应性量表开展问卷调查,采用χ^(2)检验、Spearman相关分析和二元Logistic回归分析小学生不同欺凌旁观者行为的检出率以及与家庭功能的关联。结果有4.7%的小学生为潜在的促进欺凌者,92.1%的小学生为潜在的保护受害者,42.1%小学生为潜在的置身事外者;不同年级小学生在3种不同类型欺凌旁观者行为上的差异均有统计学意义(χ^(2)值分别为21.45,7.98,27.48,P值均<0.05)。家庭功能及其分维度与不同类型的欺凌旁观者行为之间均相关(|r|=0.07~0.20,P值均<0.05)。二元Logistic回归分析显示,小学生家庭功能和年级对促进欺凌者行为、保护受害者行为和置身事外者行为的影响均有统计学意义(OR值分别为0.98,3.33;1.02,1.95;0.99,0.58,0.41,0.61,P值均<0.05)。结论小学生的欺凌旁观者行为与年级和家庭功能有关。学校应针对不同年级的小学生开展教育干预,并注重改善小学生的家庭功能状况,以促进积极旁观者行为的发生。

Objective To analyze the status of childhood bullying bystander's behaviors among pupils and the correlation with family function,so as to provide empirical support for educational intervention in campus bullying.Methods A questionnaire survey using the cluster random sampling method was administered to 1145 pupils from a primary school in Wushan County within Chongqing City in November 2019,including Pupil Bullying Bystander Behavior Scale and Family Adaptability and Cohesion Evaluation Scale(FACES).Theχ^(2)test,Spearman related analysis and binary Logistic regression were used to determine the detection rate of different bullying bystander behaviors among pupils and the association with family function.Results The proportion of bullying promoters,bullying protectors,and bystanders were 4.7%,92.1%,and 42.1%,respectively.There were statistically significant differences in the three types of bullying bystander's behaviors among the different grades pupils(χ^(2)=21.45,7.98,27.48,P<0.05).There were significant correlation between family function and its dimensions with different types of bullying bystander behavior(|r|=0.07-0.20,P<0.05).Binary Logistic regression analysis showed that pupils'family function and grade had statistically significant impact on promoting bullying behavior,protecting victim behavior,and bystander behavior(OR=0.98,3.33;1.02,1.95;0.99,0.58,0.41,0.61,P<0.05).Conclusions The bullying bystander's behaviors of pupils are related to grade in school and family function.Schools should implement educational interventions for pupils of different grades and focus on improving pupils'family function to effectively promote the occurrence of positive bystanders'behaviors in pupils.