初中生自我概念和同伴关系对校园欺凌行为的影响

The Influence of Self-Concept and Peer Relationship on School Bullying Behavior of Junior Middle School Students

目的:探究初中生的自我概念和同伴关系对校园欺凌行为的影响,以期从多角度为预防和治理校园欺凌提供有针对性的参考建议。方法:采取方便取样,以儿童自我概念量表(Children’s Self-Concept Scale PHCSS),Olweus儿童欺凌问卷,儿童青少年同伴关系量表对深圳市某中学初一初二年级450名学生进行团体施测,回收问卷436份,其中有效问卷405份,问卷有效率92.9%。运用SPSS26.0对数据进行独立样本T检验、方差分析、相关分析和多元逐步回归分析。结果:1) 组间差异分析:a) 校园欺凌量表中欺凌分量表得分组间差异:男生组得分显著高于女生组(P 2= 0.304, = 0.294),其中合群因子对受欺凌的预测贡献最大;b) 自我概念中的合群因子、行为因子、以及人口学特征中的性别对欺凌有显著预测作用( R2= 0.132, = 0.124),其中行为因子对欺凌预测贡献最大。结论:1) 初中男生校园欺凌行为频次高于女生,初二年级学生校园欺凌行为频次显著高于初一年级,父母婚姻关系不和谐的初中生具有更高频次的校园欺凌行为,朋友数量少的初中生也更容易成为欺凌或被欺凌的对象。2) 自我概念越积极的初中生,校园欺凌发生频次越高,同伴关系越差的初中生校园欺凌的频次越高,同伴关系越好的初中生自我概念越积极。3) 合群自我概念对受欺凌的影响最大,行为自我概念对欺凌的影响最大。

Objective: To explore the influence of junior high school students’ self-concept and peer relationship on school bullying behavior, in order to provide targeted reference suggestions for prevention and management of school bullying from multiple perspectives. Method: Using Children’s Self-Concept Scale (PHCSS), Olweus Children’s Bullying Questionnaire, and Children and Adolescents Peer Relationship Scale, 450 students in grades 1 and 2 of a middle school in Shenzhen were tested. 436 questionnaires were collected and there were 405 valid questionnaires, with an effective rate of 92.9%. SPSS26.0 was used to conduct independent sample T-test, variance analysis, correlation analysis and multiple stepwise regression analysis. Results: 1) Analysis of differences between groups: a) The score of bullying subscale in the school bullying scale was different between groups: the score of the male group was significantly higher than that of the female group (P 2= 0.304, = 0.294), and the social factor contributed the most to the prediction of bullying;b) Social factors, behavioral factors and gender in self-concept were significant predictors of bullying ( R2= 0.132, = 0.124), and behavioral factors contributed the most to the prediction of bullying. Conclusions: 1) The frequency of bullying behavior of junior high school boys is higher than that of girls, and the frequency of bullying behavior of junior high school students in grade two is significantly higher than that of junior high school students in grade one. Junior high school students whose parents have disharmonious marital relationship have higher frequency of bullying behavior, and junior high school students with fewer friends are more likely to be bullied or bullied. 2) The more positive the self-concept of junior high school students, the higher the frequency of school bullying, the worse the peer relationship of junior high school students, the higher the frequency of school bullying, the better the peer relationship of junior high school students, the more positive the self-concept. 3) Gregarious self-concept had the greatest influence on bullying, and behavioral self-concept had the greatest influence on bullying.