Bullying,as an aggressive behavior,has become a common phenomenon among junior high school students.The occurrence of bullying behavior can have a serious negative impact on the mental health of junior high school stu...Bullying,as an aggressive behavior,has become a common phenomenon among junior high school students.The occurrence of bullying behavior can have a serious negative impact on the mental health of junior high school students.Some students even suffer from psychological problems such as depression and anxiety.Many research results at home and abroad show that personality is an important factor affecting bullying behavior.In this case,this study explores the impact of parental rearing patterns on school bullying behavior.Improving the parenting styles of junior high school students and their parenting level has become an practicable practical approach to prevent the problem of school bullying.展开更多
The purpose of this study is to research the bullying phenomenon among school students in the UAE society. This is done through showing the extent of prevalence of bullying, the rate of recurrence of bullying incidenc...The purpose of this study is to research the bullying phenomenon among school students in the UAE society. This is done through showing the extent of prevalence of bullying, the rate of recurrence of bullying incidences, the most widespread forms of bullying among school children in the Emirati society, and finally, the variation with regards to the prevalence and forms of bullying as related to the student’s gender. Therefore, this study aims to probe the prevalence of this phenomenon in schools, and the frequency of bullying cases as well as its forms. For this purpose, a questionnaire was designed and conducted on a sample size of 1,309 students of both genders. The data were later analyzed using descriptive statistical and analytical metrics that are appropriate for the variables’ measurement level, and which achieve the objectives of the study. The study found that a third of the students (33.3%) were involved in bullying incidents. Furthermore, it was found that 14.2% were the party causing the bullying incident, while 19.1% were the party upon which bullying was inflicted. The study also revealed that within school premises the places where bullying was most likely to occur are corridors, and the places which students felt were the least safe are the closed spaces. As for the forms of bullying students are subjected to, offensive name calling or insults came in first place, followed by cyber/online bullying. The young age and smaller size of a student were among the most important motivators for students to bully him/her. It was also found that 32.8% of students who are exposed to bullying respond in a similar manner. The study showed that most of the bullied students (78.4%) know the person doing the bullying, the females being more cognizant of the perpetrator bullying them. Moreover, 40.7% of the students believe that the teachers and other employees are aware of the bullying taking place, female students to a greater extent than males in this regard. In the study sample, the students believe that strong and strict school administration would contribute to stopping the bullying phenomenon. The study additionally concluded a number of recommendations to reduce this phenomenon.展开更多
The Double Take column looks at a single topic from an African and Chinese perspective. This month we discuss how parents should respond when their child is bullied at school.
目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and A...目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and Adolescent,MHS-CA)、特拉华欺凌受害量表(学生版)(Delaware Bullying Victimization Scale-Student,DBVS-S)、小学生学习压力问卷进行调查,采用回归分析考察变量之间的关系。结果:①单因素分析显示,男生的MHS-CA评分、学业压力评分高于女生,DBVS-S评分低于女生(P<0.01);城区学生的MHS-CA评分、学业压力评分高于农村,DBVS-S评分低于农村(P<0.001);独生子女的MHS-CA评分、学业压力评分高于非独生子女(P<0.001);汉族学生的学业压力评分高于少数民族,DBVS-S评分低于少数民族(P<0.001);贫困家庭学生的DBVS-S评分高于非贫困家庭,学业压力评分、MHS-CA评分低于非贫困家庭(P<0.001);双亲家庭学生的MHS-CA评分高于单亲或其他家庭,DBVS-S评分低于单亲或其他家庭(P<0.001);留守学生的DBVS-S评分高于非留守学生,MHS-CA评分低于非留守学生(P<0.001);不同年级学生的MHS-CA评分、DBVS-S评分、学业压力评分比较,差异有统计学意义(P<0.001)。②Pearson相关分析法显示,小学生心理健康与校园欺凌、学业压力呈负相关(P<0.05)。③多重线性回归分析发现,影响小学生心理健康状况的因素有家庭经济状况、家庭类型、校园欺凌、学业压力、是否为独生子女、有无留守经历(P<0.05)。结论:生源地为农村、单亲或其他家庭、家庭贫困、非独生子女、有留守经历的4~6年级儿童心理健康状况较差,且与校园欺凌、学业压力有关。展开更多
文摘Bullying,as an aggressive behavior,has become a common phenomenon among junior high school students.The occurrence of bullying behavior can have a serious negative impact on the mental health of junior high school students.Some students even suffer from psychological problems such as depression and anxiety.Many research results at home and abroad show that personality is an important factor affecting bullying behavior.In this case,this study explores the impact of parental rearing patterns on school bullying behavior.Improving the parenting styles of junior high school students and their parenting level has become an practicable practical approach to prevent the problem of school bullying.
文摘The purpose of this study is to research the bullying phenomenon among school students in the UAE society. This is done through showing the extent of prevalence of bullying, the rate of recurrence of bullying incidences, the most widespread forms of bullying among school children in the Emirati society, and finally, the variation with regards to the prevalence and forms of bullying as related to the student’s gender. Therefore, this study aims to probe the prevalence of this phenomenon in schools, and the frequency of bullying cases as well as its forms. For this purpose, a questionnaire was designed and conducted on a sample size of 1,309 students of both genders. The data were later analyzed using descriptive statistical and analytical metrics that are appropriate for the variables’ measurement level, and which achieve the objectives of the study. The study found that a third of the students (33.3%) were involved in bullying incidents. Furthermore, it was found that 14.2% were the party causing the bullying incident, while 19.1% were the party upon which bullying was inflicted. The study also revealed that within school premises the places where bullying was most likely to occur are corridors, and the places which students felt were the least safe are the closed spaces. As for the forms of bullying students are subjected to, offensive name calling or insults came in first place, followed by cyber/online bullying. The young age and smaller size of a student were among the most important motivators for students to bully him/her. It was also found that 32.8% of students who are exposed to bullying respond in a similar manner. The study showed that most of the bullied students (78.4%) know the person doing the bullying, the females being more cognizant of the perpetrator bullying them. Moreover, 40.7% of the students believe that the teachers and other employees are aware of the bullying taking place, female students to a greater extent than males in this regard. In the study sample, the students believe that strong and strict school administration would contribute to stopping the bullying phenomenon. The study additionally concluded a number of recommendations to reduce this phenomenon.
文摘The Double Take column looks at a single topic from an African and Chinese perspective. This month we discuss how parents should respond when their child is bullied at school.
文摘目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and Adolescent,MHS-CA)、特拉华欺凌受害量表(学生版)(Delaware Bullying Victimization Scale-Student,DBVS-S)、小学生学习压力问卷进行调查,采用回归分析考察变量之间的关系。结果:①单因素分析显示,男生的MHS-CA评分、学业压力评分高于女生,DBVS-S评分低于女生(P<0.01);城区学生的MHS-CA评分、学业压力评分高于农村,DBVS-S评分低于农村(P<0.001);独生子女的MHS-CA评分、学业压力评分高于非独生子女(P<0.001);汉族学生的学业压力评分高于少数民族,DBVS-S评分低于少数民族(P<0.001);贫困家庭学生的DBVS-S评分高于非贫困家庭,学业压力评分、MHS-CA评分低于非贫困家庭(P<0.001);双亲家庭学生的MHS-CA评分高于单亲或其他家庭,DBVS-S评分低于单亲或其他家庭(P<0.001);留守学生的DBVS-S评分高于非留守学生,MHS-CA评分低于非留守学生(P<0.001);不同年级学生的MHS-CA评分、DBVS-S评分、学业压力评分比较,差异有统计学意义(P<0.001)。②Pearson相关分析法显示,小学生心理健康与校园欺凌、学业压力呈负相关(P<0.05)。③多重线性回归分析发现,影响小学生心理健康状况的因素有家庭经济状况、家庭类型、校园欺凌、学业压力、是否为独生子女、有无留守经历(P<0.05)。结论:生源地为农村、单亲或其他家庭、家庭贫困、非独生子女、有留守经历的4~6年级儿童心理健康状况较差,且与校园欺凌、学业压力有关。
