中学生关系攻击调查：欺凌、社会地位和态度的影响

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-05-05 DOI:10.1080/1045988X.2022.2070589

Ann Y. Kim, Chad A. Rose, Stephanie Hopkins, Nikita Mc Cree, Monica E. Romero

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引用次数: 2

摘要

摘要对同龄人的攻击是学龄青年中普遍存在的问题。具体来说，关系攻击是指通过操纵社会关系来伤害他人的行为。一群不同的学生（N = 14083）被调查了他们支持欺凌的态度、感知的社会地位，以及他们是否对另一名学生实施过关系欺凌。参与者平均年龄为13岁年龄，在年级水平、种族认同和残疾状况方面各不相同。利用多个群体的潜在阶级分析，出现了一个涉及以下阶级的三阶级模型：非侵犯者、认为自己在社会上占主导地位的人和从事关系侵犯的人，这些群体在性别和学校层面的表现存在差异。提出了关于群体区分的含义，并为从业者提供了建议。

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Survey of secondary youth on relational aggression: impact of bullying, social status, and attitudes

Abstract Aggression toward peers is a pervasive problem among school-aged youth. Specifically, relational aggression refers to actions intended to harm another through manipulating social relationships. A diverse group of students (N = 14,083) were surveyed regarding their pro-bullying attitudes, perceived social status, and whether they had perpetrated relational bullying toward another student. Participants average age was 13 years and were diverse in grade level, racial identity, and disability status. Utilizing multiple-groups latent class analyses, a 3-class model emerged that involved the following classes: non-aggressors, those who perceived themselves as socially dominant and those who engaged in relational aggression, with differences in gender and school level representations in those groups. Implications regarding group distinction are made and recommendations for practitioners are provided.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.