自我控制与农村寄宿高中生校园欺凌关系研究
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摘要
为探讨自我控制与农村寄宿高中生校园欺凌的关系,选取4所辽宁省农村寄宿高中1 165名学生作为调查对象,采用中学生自我控制能力问卷和中学生欺凌行为调查问卷分别测量自我控制和校园欺凌。通过结构方程模型对所搜集的数据进行处理。结果表明,自我控制能力与传统欺凌、网络欺凌及其维度间均呈显著负相关,传统欺凌与网络欺凌及其维度之间呈显著正相关。传统欺凌在自我控制能力中自我控制能力的3个维度与网络欺凌之间均起部分中介作用。可见,自我控制能力对网络欺凌有直接预测效应并通过传统欺凌间接影响网络欺凌。
To explore the relationship between self-control and campus bullying in rural boarding high schools, 1165 students were chosen from four rural boarding high schools in Liaoning province. The Middle School Students' Self-control Scale and Middle School Students' Bullying Scale were used to measure self-control and campus bullying. Collected data was processed by structural equation model. Results showed that there was a significant negative correlation between self-control ability and traditional bullying, cyberbullying and its dimensions, while there was a significant positive correlation between traditional bullying and cyber-bullying and their dimensions. Traditional bullying played some intermediary roles in the relationship between self-control including emotional selfcontrol, behavior self-control, thinking self-control and cyber-bullying. Conclusion: self-control has direct positive predictive effects on cyber-bullying and indirectly affects cyber-bullying through traditional bullying.
To explore the relationship between self-control and campus bullying in rural boarding high schools, 1165 students were chosen from four rural boarding high schools in Liaoning province. The Middle School Students' Self-control Scale and Middle School Students' Bullying Scale were used to measure self-control and campus bullying. Collected data was processed by structural equation model. Results showed that there was a significant negative correlation between self-control ability and traditional bullying, cyberbullying and its dimensions, while there was a significant positive correlation between traditional bullying and cyber-bullying and their dimensions. Traditional bullying played some intermediary roles in the relationship between self-control including emotional selfcontrol, behavior self-control, thinking self-control and cyber-bullying. Conclusion: self-control has direct positive predictive effects on cyber-bullying and indirectly affects cyber-bullying through traditional bullying.
引文
[1]吴方文,宋映泉,黄晓婷.校园欺凌:让农村寄宿生更“受伤”:基于17841名农村寄宿制学校学生的实证研究[J].中小学管理,2016(8):8-11.
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[11]张野,张珊珊,徐文闻,等.中学生传统欺凌与网络欺凌发生特点比较分析[J].中小学心理健康教育,2014(17):10-13.
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[13]屈智勇,邹泓,段晓英.自我控制、价值观与青少年犯罪的关系[J].青年研究,2006(5):42-48.
[14]刘明红,徐建秀,赵玉芳.群际威胁与攻击行为的关系:自我控制的中介作用[J].心理技术与应用,2017,5(5):274-280.
[15]PUNG PW,YAACOB SN,BAHARUDIN R,et al.Low self-control,Peer Delinquency and Aggression Among Adolescents in Malaysia[J].Asian Social Science,2015,11(21):193-202.
[16]王红姣,卢家楣.中学生自我控制能力问卷的编制及其调查[J].心理科学,2004,27(6):1477-1482.
[17]张野,张珊珊,刘琳,等.中学生传统与网络欺凌结构特征的比较研究[J].现代中小学教育,2015,31(8):58-62.
[18]陈瑞,郑毓煌,刘文静.中介效应分析:原理、程序、Boot?strap方法及其应用[J].营销科学学报,2013,9(4):120-135.
[19]潘伟刚.特质自我控制的神经机制[D].重庆:西南大学,2016.
[2]陆伟,宋映泉,梁净.农村寄宿制学校中的校园霸凌研究[J].北京师范大学学报(社会科学版),2017(5):5-17.
[3]俞国良,李天然,王勍.高中生心理健康的横断历史研究[J].心理研究,2016,37(10):113-122.
[4]辛自强,张梅.1992年以来中学生心理健康的变迁:一项横断历史研究[J].心理学报,2009,41(1):69-78.
[5]DAVID JM,LEANNE L,DONNA C.The Social and Emo?tional Well-being and Mental Health Implications for Ad?olescents Transitioning to Secondary Boarding School[J].International Journal of Child and Adolescent Health,2015,8(2):131-140.
[6]王玉香.农村留守青少年校园欺凌问题的质性研究[J].中国青年研究,2016(12):63-68.
[7]王亚,李孝川.民族贫困农村地区儿童寄宿低龄化的实证分析与应对路径研究[J].保山学院学报,2018,37(3):8-13.
[8]刘於清.国内校园欺凌研究:十年回溯与展望[J].教育探索,2018(2):10-16.
[9]教育部.教育部等十一部门联合印发《加强中小学生欺凌综合治理方案》[EB/OL].(2017-12-27)[2018-09-06].http://www.moe.edu.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2017n/xwfb_20171227/sfcl/201712/t20171227_322964.html.
[10]任娟娟,靳宇,郭燕霞.青少年网络欺凌问题及其社会工作介入[J].预防青少年犯罪研究,2017(6):102-113.
[11]张野,张珊珊,徐文闻,等.中学生传统欺凌与网络欺凌发生特点比较分析[J].中小学心理健康教育,2014(17):10-13.
[12]田录梅,刘玲玲,袁竞驰,等.家庭功能对青少年冒险行为的影响:自我控制能力与不良同伴交往的序列中介效应[J].心理发展与教育,2018,34(3):361-368.
[13]屈智勇,邹泓,段晓英.自我控制、价值观与青少年犯罪的关系[J].青年研究,2006(5):42-48.
[14]刘明红,徐建秀,赵玉芳.群际威胁与攻击行为的关系:自我控制的中介作用[J].心理技术与应用,2017,5(5):274-280.
[15]PUNG PW,YAACOB SN,BAHARUDIN R,et al.Low self-control,Peer Delinquency and Aggression Among Adolescents in Malaysia[J].Asian Social Science,2015,11(21):193-202.
[16]王红姣,卢家楣.中学生自我控制能力问卷的编制及其调查[J].心理科学,2004,27(6):1477-1482.
[17]张野,张珊珊,刘琳,等.中学生传统与网络欺凌结构特征的比较研究[J].现代中小学教育,2015,31(8):58-62.
[18]陈瑞,郑毓煌,刘文静.中介效应分析:原理、程序、Boot?strap方法及其应用[J].营销科学学报,2013,9(4):120-135.
[19]潘伟刚.特质自我控制的神经机制[D].重庆:西南大学,2016.