与移民的接触和对学校氛围的感知与对移民同学的欺凌相关。

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Simona C S Caravita, Noemi Papotti, Elisa Gutierrez Arvidsson, Robert Thornberg, Giovanni Giulio Valtolina
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引用次数: 8

摘要

本研究调查了与移民接触的数量和质量以及在学校接受文化多样性的认知(作为感知学校气候的一个维度)是否与对移民同学的欺凌行为有关。接触的数量和质量也被检验为学校感知文化接受与对移民学生的欺凌之间关系的调节因素。166名青少年(法师= 16.26;SD = 1.53)属于社会多数群体回答了一系列自我报告测量。受欺负的移民同伴与更消极的接触质量有关。欺凌移徙者还与在学校与移徙者接触程度较高的青少年对学校文化多样性的接受程度较低有关。根据可能的干预措施,还讨论了接触在解释对移民同伴的欺凌中的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates.

This study investigates whether the quantity and quality of contact with migrants and perceiving that cultural diversity is accepted at school (as a dimension of the perceived school climate) are associated with perpetrating bullying toward migrant classmates. Quantity and quality of contact are also examined as moderators of the association between perceived cultural acceptance at school and bullying toward migrant students. One hundred and sixty-six adolescents (Mage = 16.26; SD = 1.53) belonging to the societal majority group answered a battery of self-report measures. Bullying migrant peers was associated with more negative quality of the contact. Bullying migrants was also associated with lower perceived acceptance of cultural diversity at school for the adolescents reporting higher levels of contact with migrants at school. The role of contact in explaining bullying toward migrant peers is also discussed in light of possible interventions.

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来源期刊
CiteScore
7.70
自引率
3.60%
发文量
34
期刊介绍: The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.
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