摘要
基于2014年中国基础教育质量监测协同创新中心大规模调查数据,利用OLS回归及结构方程模型探究不同性别小学生校园欺凌的影响因素及其影响机制的差异性。研究发现:(1)来自单亲家庭的小学生或流动、留守儿童(尤其是男生)更容易遭受校园欺凌。(2)同伴关系、师生关系能显著预测小学生遭受三类校园欺凌的概率,且改善同伴关系对降低小学男生遭受三类校园欺凌的概率影响更大,而改善师生关系对降低小学女生遭受三类校园欺凌的概率影响更大。(3)父母参与能显著预测小学生遭受三类校园欺凌的概率,增加父母参与对降低小学女生遭受关系欺凌的概率影响更大。(4)就小学男生而言,自尊在父母参与和校园欺凌两个变量之间起调节作用,对于自尊水平较低的小学男生,提升父母参与水平对降低其遭受校园欺凌的概率的影响更大。基于实证研究结果,建议在小学生校园欺凌的防治过程中,学校需要对留守、流动儿童、来自单亲家庭的小学生的学习状态、心理健康状态给予重点关注,并注重发挥家长在校园欺凌防治中的重要角色作用;同时,教师对于同伴关系较为紧张的男生需要重点关注,及时疏导,引导男生构建健康和谐的同伴关系。此外,教师要注意与女生的沟通交流方式,保护女生的自尊心,积极营造充满关爱和支持性的师生关系。
Based on one large-scale survey data in 2014,we use OLS and SEM to explore the difference of the influencing factors and the influencing mechanism of school bullying among boys and girls in primary school from the perspective of victims.The research has found that:(1)Primary school students from single-parent families or migrant and left-behind children,especially for boys are more vulnerable to suffer school bullying.(2)Peer relationship and teacher-student relationship can significantly predict the probability of school bullying.Improving peer relationship has a greater impact on reducing the probability of boys suffering from school bullying,while improving teacher-student relationship has a greater impact on reducing the probability of girls suffering of school bullying.(3)Parental involvement can also significantly predict the probability of school bullying,and increasing parental involvement has a greater impact on reducing the probability of girls suffering from relational bullying than boys.(4)As far as boys in primary school are concerned,self-esteem plays a moderating role between parental involvement and school bullying.For boys with lower levels of self-esteem,increasing parental involvement has a greater impact on reducing the probability of suffering from school bullying.Based on the results of empirical research,we suggest that schools should pay more attention to improve mental health of left-behind,migrant children,and pupils from single-parent families in the prevention and treatment of school bullying.Moreover,parents should play their important roles in guiding and helping children away from school bullying.Meanwhile,teachers need to focus on boys with tense peer relationships and to guide boys to build a healthy and harmonious peer relationship.In addition,teachers should pay attention to the way of communication with girls,to protect their self-esteem and actively build a caring and supportive teacher-student relationship.
作者
李佳哲
胡咏梅
LI Jia-zhe;HU Yong-mei(Faculty of Education,Beijing Normal University,Beijing 100875,China)
出处
《教育学报》
CSSCI
北大核心
2020年第3期55-69,共15页
Journal of Educational Studies
基金
北京师范大学“2011计划”项目“影响学生发展的相关因素测评工具研发”(项目编号:370331321)
北京师范大学教育学部2018年学生科研基金项目“小学生校园欺凌影响因素及防治机制的实证研究”(项目编号:1812215)研究成果
关键词
小学生
校园欺凌
性别差异
结构方程模型
primary school students
school bullying
gender difference
SEM
