Peer Victimisation and Conflict Resolution among Adolescent Girls in a Single-Sex South Australian School.

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH

International Education Journal-Comparative Perspectives Pub Date : 2004-03-01 DOI:10.1037/e552522012-072

V. James, L. Owens

引用次数: 9

Abstract

This study investigated the peer victimisation and conflict resolution experiences of adolescent girls attending a single-sex school. A modified version of the Direct and Indirect Aggression Scales (DIAS, Bjorkqvist, Osterman, and Kaukiainen, 1992) and conflict resolution scales, drawn particularly from the work of Feldman and Gowen (1998), were administered to 325 students in Years 8 to 11. Girls in all year levels experienced more indirect and verbal than physical victimisation, and older girls were subject to more indirect and verbally aggressive behaviours than younger girls. Nonvictims used less overt anger and avoidance than victims. Collectively, the girls used more compromise, avoidance, social support and obliging than overt anger. The results advance our understanding of the behaviours of adolescent girls in conflict with each other in a single-sex setting.

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南澳大利亚一所单一性别的学校中青春期女孩的同伴受害和冲突解决。

本研究调查了在单性别学校就读的青春期女孩的同伴受害和冲突解决经历。对325名8至11年级的学生实施了直接攻击和间接攻击量表(DIAS, Bjorkqvist, Osterman, and Kaukiainen, 1992)和冲突解决量表的修订版本(主要来自Feldman和Gowen(1998)的工作)。所有年级的女孩都经历了更多的间接和口头伤害，而不是身体上的伤害，年龄较大的女孩比年龄较小的女孩遭受更多的间接和口头攻击行为。非受害者比受害者更少使用公开的愤怒和回避。总的来说，女孩们使用更多的妥协、回避、社会支持和顺从，而不是公开的愤怒。研究结果促进了我们对单性别环境下青春期女孩相互冲突行为的理解。

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

International Education Journal-Comparative Perspectives EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

0.70

自引率

66.70%

发文量

期刊介绍： The International Education Journal: Comparative Perspectives (IEJ) publishes original research about educational theory, policy and practice. We publish research about all stages and forms of education. As a comparative education journal, we are especially interested in work that is either explicitly or implicitly comparative. Explicitly comparative research includes cross-national studies or studies that compare educational phenomena in a range of countries. Implicitly comparative research typically means single nation case studies that contribute to a larger comparative framework about the topic. Such studies must show how the particular case is theoretically relevant for readers outside the given country. Studies that do not include such a contextual and theoretical rationale are often better suited in journals that specialize in the given topic (e.g., journals about science education, educational psychology, etc.).