校园欺凌复杂动态中的攻击和防御行为、规范和社会适应。

IF 3.6 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Eva Romera, Ana Bravo
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引用次数: 1

摘要

欺凌是一种群体现象,学童在其中扮演不同的角色。虽然某些环境因素在其演变中起着关键作用,但迄今为止很少进行纵向研究,调查这些因素如何相互作用。本研究旨在探讨不同阶层群体对霸凌行为规范的看法,并探讨霸凌行为中规范类型、社会规范调整和亲社会性的影响,以及群体规范与参与攻击行为和受害者防卫行为的相互作用。共有3358名中学生参与研究,其中女生占50.71%,年龄为13岁,SD = 1.34。研究发现了四组对欺凌行为的规范:反欺凌、反欺凌但不积极防御、冷漠和支持欺凌。单变量线性回归模型表明,规范调整和规范类型对两种行为都有直接的负相关影响,而亲社会性仅对防御有影响。在具有亲欺凌行为规范的群体中,规范调整对参与防御和攻击的影响更大,亲社会技能与攻击有关。这些结果表明,需要在道德、社会和情感因素方面进行工作,以改善学校的校园氛围。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.

Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.

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来源期刊
Psychosocial Intervention
Psychosocial Intervention PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
8.00
自引率
8.30%
发文量
10
审稿时长
14 weeks
期刊介绍: Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.
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