Relationship between bullying and emotional behavior problems in middle school students

中华行为医学与脑科学杂志 Pub Date : 2019-12-20 DOI:10.3760/CMA.J.ISSN.1674-6554.2019.12.013

Mining Liang, Xuting Li, Hai-Yan Xiang, Jianjian Wang, Xihong Zhou, Li He, Qiongni Chen

{"title":"Relationship between bullying and emotional behavior problems in middle school students","authors":"Mining Liang, Xuting Li, Hai-Yan Xiang, Jianjian Wang, Xihong Zhou, Li He, Qiongni Chen","doi":"10.3760/CMA.J.ISSN.1674-6554.2019.12.013","DOIUrl":null,"url":null,"abstract":"Objective \nTo investigate the current situation of emotional and behavioral problems and analyze the influencing factors of middle school students. \n \n \nMethods \nThe general information questionnaire, the strengths and difficulties questionnaire (student version), and the illinois bullying scale were used to evaluate 680 students in two middle schools in Hunan province.Statistical analysis was performed using t test, analysis of variance, Pearson correlation analysis and stepwise multiple regression analysis. \n \n \nResults \n(1) The detection rate of total difficulty (12.09±5.67), conduct problem (2.42±1.66), hyperactivity/attention defect (3.65±2.08), emotional (2.82±2.32), peer relationship problem (3.21±1.79) and pre-socialization behavior (7.02±2.39) were 11.2%, 11.2%, 7.7%, 6.9%, 11.0% and 14.5%.(2)The scores of total difficulties, conduct problem, hyperactivity/attention deficit and peer relationship problems of boys were higher than that of girls(t=2.79, 4.03, 2.44, 3.40, all P<0.05), while the score of pre-socialization behavior of boys was lower than that of girls (t=-5.29, P<0.05). (3) The scores of total difficulties, conduct and peer relations, pre-socialization of rural students were significantly different with those of urban students(t=-3.93, -2.55, -7.00, 5.26, all P<0.05). (4) The score of total difficulties, conduct problem, hyperactivity/attention deficit and emotional symptoms of left-behind students were higher than that of un-left-behind students (t=-3.18, -2.50, -2.67, -2.40, 2.19, all P<0.05). (5) Middle school students with different fathers' education levels showed different scores of total difficulties, peer relationship problem and pre-socialized behavior(F=3.84, 7.10, 6.20, all P<0.05), while middle school students with different mothers' education levels showed different scores of total difficulties and peer relationship problem(F=3.97, 7.38, both P<0.05). (6) The scores of total difficulties, emotional symptoms, conduct problems, and hyperactivity/attention deficit of the middle school students were significantly positively correlated with the total score of the bullying total scale, the bullish subscale, the bullying subscale, and the fighting subscale(r=0.165-0.430, P<0.05). (7) Gender, urban and rural areas, left-behind or not, maternal education level, bullying, being bullied, fighting were the influencing factors of middle school students' emotion and behavior problems(β=0.010-0.533, P<0.05). \n \n \nConclusion \nSome middle school students in Hunan province have emotional and behavioral problems and more attention should bo paid to mental health education. \n \n \nKey words: \nStrengths and difficulties questionnaire; Emotional and behavioral problems; Left behind children; Middle school students; Rural area; Bullying","PeriodicalId":9940,"journal":{"name":"中华行为医学与脑科学杂志","volume":"28 1","pages":"1125-1130"},"PeriodicalIF":0.0000,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"中华行为医学与脑科学杂志","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3760/CMA.J.ISSN.1674-6554.2019.12.013","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

Abstract

Objective To investigate the current situation of emotional and behavioral problems and analyze the influencing factors of middle school students. Methods The general information questionnaire, the strengths and difficulties questionnaire (student version), and the illinois bullying scale were used to evaluate 680 students in two middle schools in Hunan province.Statistical analysis was performed using t test, analysis of variance, Pearson correlation analysis and stepwise multiple regression analysis. Results (1) The detection rate of total difficulty (12.09±5.67), conduct problem (2.42±1.66), hyperactivity/attention defect (3.65±2.08), emotional (2.82±2.32), peer relationship problem (3.21±1.79) and pre-socialization behavior (7.02±2.39) were 11.2%, 11.2%, 7.7%, 6.9%, 11.0% and 14.5%.(2)The scores of total difficulties, conduct problem, hyperactivity/attention deficit and peer relationship problems of boys were higher than that of girls(t=2.79, 4.03, 2.44, 3.40, all P<0.05), while the score of pre-socialization behavior of boys was lower than that of girls (t=-5.29, P<0.05). (3) The scores of total difficulties, conduct and peer relations, pre-socialization of rural students were significantly different with those of urban students(t=-3.93, -2.55, -7.00, 5.26, all P<0.05). (4) The score of total difficulties, conduct problem, hyperactivity/attention deficit and emotional symptoms of left-behind students were higher than that of un-left-behind students (t=-3.18, -2.50, -2.67, -2.40, 2.19, all P<0.05). (5) Middle school students with different fathers' education levels showed different scores of total difficulties, peer relationship problem and pre-socialized behavior(F=3.84, 7.10, 6.20, all P<0.05), while middle school students with different mothers' education levels showed different scores of total difficulties and peer relationship problem(F=3.97, 7.38, both P<0.05). (6) The scores of total difficulties, emotional symptoms, conduct problems, and hyperactivity/attention deficit of the middle school students were significantly positively correlated with the total score of the bullying total scale, the bullish subscale, the bullying subscale, and the fighting subscale(r=0.165-0.430, P<0.05). (7) Gender, urban and rural areas, left-behind or not, maternal education level, bullying, being bullied, fighting were the influencing factors of middle school students' emotion and behavior problems(β=0.010-0.533, P<0.05). Conclusion Some middle school students in Hunan province have emotional and behavioral problems and more attention should bo paid to mental health education. Key words: Strengths and difficulties questionnaire; Emotional and behavioral problems; Left behind children; Middle school students; Rural area; Bullying

查看原文本刊更多论文

中学生欺凌与情绪行为问题的关系

目的了解中学生情绪和行为问题的现状，分析影响因素。方法采用一般信息问卷、优势与困难问卷(学生版)和伊利诺伊州欺凌量表对湖南省两所中学680名学生进行测评。统计学分析采用t检验、方差分析、Pearson相关分析和逐步多元回归分析。结果(1)总困难(12.09±5.67)、行为问题(2.42±1.66)、多动/注意缺陷(3.65±2.08)、情绪问题(2.82±2.32)、同伴关系问题(3.21±1.79)和前社会化行为问题(7.02±2.39)的检出率分别为11.2%、11.2%、7.7%、6.9%、11.0%和14.5%。(2)男孩的总困难、行为问题、多动/注意缺陷和同伴关系问题得分均高于女孩(t=2.79、4.03、2.44、3.40，均P<0.05);男孩前社会化行为得分低于女孩(t=-5.29, P<0.05)。(3)农村学生的总困难、行为与同伴关系、前社会化得分与城市学生有显著差异(t=-3.93、-2.55、-7.00、5.26,P均<0.05)。(4)留守学生的总困难、行为问题、多动/注意缺陷、情绪症状得分均高于非留守学生(t=-3.18、-2.50、-2.67、-2.40、2.19,P均<0.05)。(5)不同父亲受教育程度的中学生在总困难、同伴关系问题和前社会化行为得分上存在差异(F=3.84、7.10、6.20，均P<0.05)，不同母亲受教育程度的中学生在总困难和同伴关系问题得分上存在差异(F=3.97、7.38，均P<0.05)。(6)中学生总困难、情绪症状、行为问题、多动/注意缺陷得分与欺凌总量表、看涨子量表、欺凌子量表、打架子量表总分呈显著正相关(r=0.165 ~ 0.430, P<0.05)。(7)性别、城乡、是否留守、母亲受教育程度、受欺负、被欺负、打架是中学生情绪和行为问题的影响因素(β=0.010-0.533, P<0.05)。结论湖南省部分中学生存在情绪和行为问题，应加强心理健康教育。关键词:优势与困难问卷;情绪和行为问题;留守儿童;中学生;农村地区;欺凌

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

中华行为医学与脑科学杂志

自引率

0.00%

发文量

8131

期刊介绍： "Chinese Journal of Behavioral Medicine and Brain Science" (CN 37-1468/R, ISSN 1674-6554) is a national academic journal under the supervision of the National Health Commission, sponsored by the Chinese Medical Association and Jining Medical College. The journal was founded in June 1992 and was formerly known as "Chinese Journal of Behavioral Medicine" (1992-1993) and "Chinese Behavioral Medical Science" (1994-2008). In 2009, it was renamed "Chinese Journal of Behavioral Medicine and Brain Science" with the approval of the State Administration of Press, Publication, Radio, Film and Television. The purpose of "Chinese Journal of Behavioral Medicine and Brain Science" is to implement the health and health policies of the Party and the State, implement the principle of combining theory with practice and popularization and improvement, and reflect the major progress in the theory and practical application of behavioral medicine and brain science in my country. It publishes academic papers and scientific research results in the field of behavioral medicine and brain science in my country, and has columns such as monographs/reviews, basic research, clinical research, health prevention, methods and techniques, psychological behavior and evaluation, and systematic evaluation.