教师欺凌的普遍性及其相关因素。

IF 2 Q2 FAMILY STUDIES
Journal of Child & Adolescent Trauma Pub Date : 2025-04-01 eCollection Date: 2025-09-01 DOI:10.1007/s40653-025-00705-1
Jill M Norvilitis, Kimberly E Kamper-DeMarco, Jennifer Mitsuyama-Brandenberger
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引用次数: 0

摘要

教师受害已被发现对学生的学习投入、动机和增加的行为问题产生负面影响。然而,相对而言,很少有研究调查教师伤害的长期后果。摘要本研究以271名大学生为研究对象,对中小学教师受害现象在学业成绩、同伴关系、自尊和一般心理社会困扰方面的影响进行了回顾性探索研究。报告遭受教师伤害的学生被要求提供一个典型事件的简短叙述描述,以提高效度。总体而言,43%的学生报告至少经历过一次老师的欺凌事件,82%的描述这些经历的叙述被编码为符合教师受害的标准。教师受害与学业负面影响、较差的大学适应能力、心理社会困扰、低自尊、同伴受害和动机相关。当个人报告被老师伤害,但几乎没有被同伴伤害的经历时,这似乎对他们在大学里的整体动机有负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Prevalence and Correlates of Bullying by Teachers.

Teacher victimization has been found to have a negative impact on students' academic engagement, motivation and increased behavioral issues. However, relatively little work has examined longer term consequences of victimization by teachers. The current study was a retrospective exploratory study of 271 undergraduates focused on teacher victimization prevalence in elementary and secondary school on academic outcomes, peer relationships, self-esteem, and general psychosocial distress in college. Students who reported experiencing teacher victimization were asked to provide a brief narrative description of a typical event to enhance validity. Overall, 43% of students reported experiencing at least one incidence of bullying by a teacher, and 82% of the narratives describing those experiences were coded as meeting criteria for teacher victimization. Teacher victimization correlated with negative academic effects, poorer adjustment to college, psychosocial distress, low self-esteem, peer victimization and amotivation. When individuals report being victimized by teachers but have little experience being victimized by peers, this appears to have a negative effect on their overall motivation in college.

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来源期刊
CiteScore
3.00
自引率
6.70%
发文量
71
期刊介绍: Underpinned by a biopsychosocial approach, the Journal of Child & Adolescent Trauma presents original research and prevention and treatment strategies for understanding and dealing with symptoms and disorders related to the psychological effects of trauma experienced by children and adolescents during childhood and where the impact of these experiences continues into adulthood. The journal also examines intervention models directed toward the individual, family, and community, new theoretical models and approaches, and public policy proposals and innovations. In addition, the journal promotes rigorous investigation and debate on the human capacity for agency, resilience and longer-term healing in the face of child and adolescent trauma. With a multidisciplinary approach that draws input from the psychological, medical, social work, sociological, public health, legal and education fields, the journal features research, intervention approaches and evidence-based programs, theoretical articles, specific review articles, brief reports and case studies, and commentaries on current and/or controversial topics. The journal also encourages submissions from less heard voices, for example in terms of geography, minority status or service user perspectives. Among the topics examined in the Journal of Child & Adolescent Trauma: The effects of childhood maltreatment Loss, natural disasters, and political conflict Exposure to or victimization from family or community violence Racial, ethnic, gender, sexual orientation or class discrimination Physical injury, diseases, and painful or debilitating medical treatments The impact of poverty, social deprivation and inequality Barriers and facilitators on pathways to recovery The Journal of Child & Adolescent Trauma is an important resource for practitioners, policymakers, researchers, and academics whose work is centered on children exposed to traumatic events and adults exposed to traumatic events as children.
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