The Role of Teacher and Peer Support against Bullying Among Secondary School Students in Vietnam.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Journal of Genetic Psychology Pub Date : 2022-09-01 Epub Date: 2022-07-28 DOI:10.1080/00221325.2022.2099243
Thuong H Nguyen, Huong M T Nguyen, Thu T Ha, Ngoc N Nguyen
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引用次数: 1

Abstract

Physical bullying is prevalent among secondary school students in Vietnam, and it is thought that support from peers and teachers may make a significant contribution to lessening the problem in the country. The authors aimed to examine the association between peer support, teacher support, and physical bullying among secondary school students in Vietnam, controlling for age and sex. They also tested the moderation effects of sex on peer support, teacher support, and physical bullying. A multiple linear regression analysis was conducted, using a sample of 482 secondary students between 12 and 15 years old from three secondary schools in a big city in the country. Findings of the study revealed that support from peers and teachers was associated with significant attenuation of physical bullying among the sample in the study. Specifically, the more support from peers and teachers that there was, the less likely it was that the participants would get involved in physical bullying behavior. The findings also indicated that sex did not have the moderation effects on the relationship between peer support, teacher support, and physical bullying in the sample. Results of this study have implications for schools, teachers, and secondary school students.

教师和同伴支持在越南中学生反欺凌中的作用。
身体欺凌在越南中学生中很普遍,人们认为同伴和老师的支持可能对减少该国的问题做出重大贡献。作者的目的是在控制年龄和性别的情况下,研究越南中学生同伴支持、教师支持和身体欺凌之间的关系。他们还测试了性别对同伴支持、老师支持和身体欺凌的调节作用。采用多元线性回归分析方法,选取我国某大城市三所中学的482名12 - 15岁的中学生为样本。研究结果显示,同伴和老师的支持与研究样本中身体欺凌的显著衰减有关。具体来说,来自同伴和老师的支持越多,参与者参与身体欺凌行为的可能性就越小。研究结果还表明,在样本中,性别对同伴支持、老师支持和身体欺凌之间的关系没有调节作用。本研究结果对学校、教师及中学生均有启示意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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