教师支持对4～9年级学生遭受校园欺凌的影响:学校归属感的中介作用
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摘要
目的:探讨4～9年级学生学校归属感在教师支持和遭受校园欺凌之间的中介作用。方法:采用校园欺凌问卷、教师支持问卷和学校归属感问卷对2364名4～9年级学生进行调查。结果:(1)学生遭受校园欺凌与教师支持、学校归属感呈显著负相关,教师支持与学校归属感呈显著正相关;(2)学校归属感在教师支持对学生遭受校园欺凌的影响中起完全中介作用。结论:教师支持通过增加学校归属感使学生较少遭受校园欺凌。
This study aims to explore the mediating effect of the 4 th-9 th graders' school belonging on their teachers' support and the bullying of students,by testing 2364 students with the questionnaires for the bullying of students,teachers' support and school belonging. The results show the following:( 1) The bullying of students was significantly and negatively correlated with teachers' support and school belonging,and teachers' support was significantly and positively correlated with school belonging; and( 2) school belonging completely mediated between teachers' support and the bullying of students. The study concludes that teachers' support can help reduce the bullying of students through the increase of school belonging.
This study aims to explore the mediating effect of the 4 th-9 th graders' school belonging on their teachers' support and the bullying of students,by testing 2364 students with the questionnaires for the bullying of students,teachers' support and school belonging. The results show the following:( 1) The bullying of students was significantly and negatively correlated with teachers' support and school belonging,and teachers' support was significantly and positively correlated with school belonging; and( 2) school belonging completely mediated between teachers' support and the bullying of students. The study concludes that teachers' support can help reduce the bullying of students through the increase of school belonging.
引文
1 Smith P K,Morita Y,Junger-Tas J,et al.The nature of school bullying:A cross-national perspective.London and New York:Routledge,1999.1
2 26张文新.中小学生欺负/受欺负的普遍性与基本特点.心理学报,2002,34(4):387-394
3颜湘颖,姚建龙.“宽容而不纵容”的校园欺凌治理机制研究---中小学校园欺凌现象的法学思考.中国教育学刊,2017,(1):10-14
4 Kaltialaheino R,RimpelM,Rantanen P,et al.Bullying at school-An indicator of adolescents at risk for mental disorders.Journal of Adolescence,2000,23(6):661-674
5张兴慧,李放,项紫霓,等.儿童青少年校园受欺负潜在类别及与焦虑的关系.中国临床心理学杂志,2014,22(4):631-634
6史高岩,刘金同,张燕,等.受欺负初中学生身心健康状况及相关因素分析.中国学校卫生,2011,32(4):404-406
7高峰强,耿靖宇,杨华勇,等.受欺负对偏执的影响:安全感和相对剥夺感的多重中介模型.中国特殊教育,2017,(3):91-96
8刘小群,卢大力,周丽华,等.初中生欺负、受欺负行为与抑郁、自杀意念的关系.中国临床心理学杂志,2013,21(1):85-87
9 BondüR,Rothmund T,Gollwitzer M.Mutual long-term effects of school bullying,victimization,and justice sensitivity in adolescents.Journal of Adolescence,2016,23:62-72
10 27黄亮.我国15岁在校学生遭受校园欺凌的情况及影响因素---基于PISA2015我国四省市数据的分析.教育科学研究,2017,(11):36-42
11 28黄亮,赵德成.家庭社会经济文化地位与学生遭受校园欺凌关系的实证研究---家长支持和教师支持的中介作用.教育科学,2018,(1):7-13
12 29 Konishi C,Hymel S,Zumbo B D,et al.Do school bullying and student-teacher relationships matter for academic achievement?A multilevel analysis.Canadian Journal of School Psychology,2010,25(1):19-39
13欧阳丹.教师期望、学业自我概念、学生感知教师支持行为与学业成绩之间的关系研究.硕士论文.桂林:广西师范大学,2005
14 Wendy T,Jessica K.Teacher-child relationship quality and children's peer victimization and aggressive behavior in late childhood.Social Development,2011,20(3):536-561
15刘在花.学校氛围对流动儿童学习投入的影响---学校幸福感的中介作用.中国特殊教育,2018,(1):52-57
16刘在花.学校氛围对中学生学习投入的影响:学校幸福感的中介作用.中国特殊教育,2017,(4):85-90
17 30赵申苒,郭腾飞,王明辉.受艾影响儿童教师支持与一般自我效能感的关系:学校归属感的中介作用.中国临床心理学杂志,2018,26(1):151-154
18 Goodenow C,Grady K E.The relationship of school belonging and friends'values to academic motivation among urban adolescent students.Journal of Experimental Education,1993,62(1):60-71
19 Goldweber A,Waasdorp T E,Bradshaw C P.Examining the link between bullying behaviors and perceptions of safety and belonging among secondary school students.Journal of School Psychology,2013,51(4):469-485
20杨帆,俞冰,朱永新,等.校园欺凌与学校归属感的相关效应:来自新教育实验的证据.课程.教材.教法,2017,(5):113-120
21 Turner I,Reynolds K J,Lee E,et al.Well-being,school climate,and the social identity process:A latent growth model study of bullying perpetration and peer victimization.School Psychology Quarterly,2014,29(3):320-335
22 31 32魏昶,喻承甫,赵存会,等.学校归属感在学校氛围和留守儿童学业成绩间的中介作用.中国学校卫生,2016,37(7):1103-1105
23 Cheung H Y,Hui S K F.Mainland immigrant and Hong Kong local students'psychological sense of school membership.Asia Pacific Education Review,2003,4(1):67-74
24周浩,龙立荣.共同方法偏差的统计检验与控制方法.心理科学进展,2004,12(6):942-950
25赵必华,顾海根.心理量表编制中的若干问题及题解.心理科学,2010,3(6):29-33
33谢玉兰,阳泽.影响中学生学校归属感的因素分析.中国教育学刊,2012,(11):43-46
34 Mucherah W,Finch H,White T,et al.The relationship of school climate,teacher defending and friends on students'perceptions of bullying in high school.Journal of Adolescence,2018,62:128-139
35 Juvonen J,Schacter H L,Sainio M,et al.Can a school-wide bullying prevention program improve the plight of victims?Evidence for risk×intervention effects.Journal of Consulting and Clinical Psychology,2016,84(4):334-344
36陈光辉,杨晓霞,张文新.芬兰反校园欺凌项目KiVa及其实践启示.中国特殊教育,2018,(9):80-85
37徐坤英,郑涌.中学生学校归属感的培育途径探讨.教育探索,2008,(1):119-120
2 26张文新.中小学生欺负/受欺负的普遍性与基本特点.心理学报,2002,34(4):387-394
3颜湘颖,姚建龙.“宽容而不纵容”的校园欺凌治理机制研究---中小学校园欺凌现象的法学思考.中国教育学刊,2017,(1):10-14
4 Kaltialaheino R,RimpelM,Rantanen P,et al.Bullying at school-An indicator of adolescents at risk for mental disorders.Journal of Adolescence,2000,23(6):661-674
5张兴慧,李放,项紫霓,等.儿童青少年校园受欺负潜在类别及与焦虑的关系.中国临床心理学杂志,2014,22(4):631-634
6史高岩,刘金同,张燕,等.受欺负初中学生身心健康状况及相关因素分析.中国学校卫生,2011,32(4):404-406
7高峰强,耿靖宇,杨华勇,等.受欺负对偏执的影响:安全感和相对剥夺感的多重中介模型.中国特殊教育,2017,(3):91-96
8刘小群,卢大力,周丽华,等.初中生欺负、受欺负行为与抑郁、自杀意念的关系.中国临床心理学杂志,2013,21(1):85-87
9 BondüR,Rothmund T,Gollwitzer M.Mutual long-term effects of school bullying,victimization,and justice sensitivity in adolescents.Journal of Adolescence,2016,23:62-72
10 27黄亮.我国15岁在校学生遭受校园欺凌的情况及影响因素---基于PISA2015我国四省市数据的分析.教育科学研究,2017,(11):36-42
11 28黄亮,赵德成.家庭社会经济文化地位与学生遭受校园欺凌关系的实证研究---家长支持和教师支持的中介作用.教育科学,2018,(1):7-13
12 29 Konishi C,Hymel S,Zumbo B D,et al.Do school bullying and student-teacher relationships matter for academic achievement?A multilevel analysis.Canadian Journal of School Psychology,2010,25(1):19-39
13欧阳丹.教师期望、学业自我概念、学生感知教师支持行为与学业成绩之间的关系研究.硕士论文.桂林:广西师范大学,2005
14 Wendy T,Jessica K.Teacher-child relationship quality and children's peer victimization and aggressive behavior in late childhood.Social Development,2011,20(3):536-561
15刘在花.学校氛围对流动儿童学习投入的影响---学校幸福感的中介作用.中国特殊教育,2018,(1):52-57
16刘在花.学校氛围对中学生学习投入的影响:学校幸福感的中介作用.中国特殊教育,2017,(4):85-90
17 30赵申苒,郭腾飞,王明辉.受艾影响儿童教师支持与一般自我效能感的关系:学校归属感的中介作用.中国临床心理学杂志,2018,26(1):151-154
18 Goodenow C,Grady K E.The relationship of school belonging and friends'values to academic motivation among urban adolescent students.Journal of Experimental Education,1993,62(1):60-71
19 Goldweber A,Waasdorp T E,Bradshaw C P.Examining the link between bullying behaviors and perceptions of safety and belonging among secondary school students.Journal of School Psychology,2013,51(4):469-485
20杨帆,俞冰,朱永新,等.校园欺凌与学校归属感的相关效应:来自新教育实验的证据.课程.教材.教法,2017,(5):113-120
21 Turner I,Reynolds K J,Lee E,et al.Well-being,school climate,and the social identity process:A latent growth model study of bullying perpetration and peer victimization.School Psychology Quarterly,2014,29(3):320-335
22 31 32魏昶,喻承甫,赵存会,等.学校归属感在学校氛围和留守儿童学业成绩间的中介作用.中国学校卫生,2016,37(7):1103-1105
23 Cheung H Y,Hui S K F.Mainland immigrant and Hong Kong local students'psychological sense of school membership.Asia Pacific Education Review,2003,4(1):67-74
24周浩,龙立荣.共同方法偏差的统计检验与控制方法.心理科学进展,2004,12(6):942-950
25赵必华,顾海根.心理量表编制中的若干问题及题解.心理科学,2010,3(6):29-33
33谢玉兰,阳泽.影响中学生学校归属感的因素分析.中国教育学刊,2012,(11):43-46
34 Mucherah W,Finch H,White T,et al.The relationship of school climate,teacher defending and friends on students'perceptions of bullying in high school.Journal of Adolescence,2018,62:128-139
35 Juvonen J,Schacter H L,Sainio M,et al.Can a school-wide bullying prevention program improve the plight of victims?Evidence for risk×intervention effects.Journal of Consulting and Clinical Psychology,2016,84(4):334-344
36陈光辉,杨晓霞,张文新.芬兰反校园欺凌项目KiVa及其实践启示.中国特殊教育,2018,(9):80-85
37徐坤英,郑涌.中学生学校归属感的培育途径探讨.教育探索,2008,(1):119-120