摘要
目的:探讨中小学生对欺负行为的理解及对三类欺负行为的严重性认知。方法:借鉴Smith等人情境评定法,设计了22个木棍图冲突情境,让260名4、6、8年级学生判断这些情境中的行为是否属于欺负行为,并对其严重性进行评价。结果:对于学术界定义的欺负行为的四个特征,中小学生普遍较认可的是伤害性特征,其次是力量的非均衡性及未受激惹性特征,对重复发生性特征的认同率最低;身体侵犯比言语及关系侵犯更容易被鉴别为欺负行为;认为身体欺负最严重,其次为言语欺负及间接欺负;对欺负的严重性认知受欺负类型与年级的交互影响。结论:中小学生对欺负概念的理解与学术界对欺负的界定存在较大差异。
Objective： To explore how primary and junior middle school students understood bullying and their assessment of the severity of three types of bullying.Methods： 260 primary and junior middle students of grade 4,6 and 8 participated in a questionnaire survey.Participants were presented with 22 stick-figure cartoons showing different types and contexts of bullying and related behaviours.Participants were asked to read each scenario and respond to whether in their opinion the situation was an example of bullying（yes or no）,and how severe was the problem the situation described.Results： Primary and junior middle school students recognized the harm doing most,and then the imbalance of power and non-provocation;however,many students did not recognize the significant influence of the repeated factor.Many non-bullying scenarios were misdiagnosed as bullying.Verbal or indirect abuses in confrontations were less likely than physical abuse to lead students to identify the scenarios as bullying.Results also indicated that students had different attitudes towards the three types of bullying.Generally,students thought physical bullying was most serious,verbal and indirect bullying was less.Interactions among the types of bullying and grade had been found to exist.Conclusion： The academic definition and students＇ understanding of bullying have big differences.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2012年第1期93-95,共3页
Chinese Journal of Clinical Psychology
关键词
中小学生
欺负
欺负类型
Primary and junior middle school student
Bullying
Types of bullying
