校园欺凌与自我效能感提升：学校社会工作实务的“新”面向

摘要/Abstract

摘要： 已有研究发现大致20%—32%的学生反映他们曾经遭受过校园欺凌，校园欺凌事件日益频发，需要学校社会工作者的特别关注。选择W市所属的9所中小学共计1491名学生作为研究样本，采用受欺凌频率量表和自我效能感量表收集数据，进行研究，结果发现：有20.7%的学生是校园欺凌的受害者；受欺凌经历对学生的学业、社交、情绪等方面的自我效能感均产生显著的负作用；而且受欺凌经历对中学女生的自我效能感负作用更大，严重影响其后续的成长。因此，学校社会工作需要尽力降低并消除校园欺凌现象的发生，尤其要保护中学女生免受校园欺凌，并能够有针对性地提升受欺凌学生的自我效能感。

关键词: 校园欺凌, 受欺凌经历, 自我效能感, 学校社会工作, 女性社会工作

Abstract: Previous survey found that roughly 20% to 32% of students reported that they had been bullied at school. Incidents of school bullying are increasingly frequent, which require the special concern of school social workers. This study selects a total of 1491 students from 9 primary and secondary schools in W city as the sample, and collects data using the measurements of victimized experience and Self-Efficacy Questionnaire for Children. The findings include: (1) 20.7% of students reported that they had been bullied at school; (2) The experience of being bullied has a significant negative effect on the students’ academic, social, and emotionalself-efficacy; and (3) The experience of being bullied has a greater negative effect on girls’ self-efficacy than boys in secondary schools. Therefore, school social work need to do their utmost to reduce and remove the occurrence of school bullying, especially protecting girls in secondary schools from being bullied, and to improve the level of self-efficacy of the bullied students in a targeted manner.

Key words: school bullying, bullying victimization, self-efficacy, school social work, female social work

中图分类号:

C916

谢寒, 李斌. 校园欺凌与自我效能感提升：学校社会工作实务的“新”面向[J]. 社会工作与管理, 2020, 20(6): 32-38.

XIE Han, LI Bin. Experience of Being Bullied and Self-Efficacy: The “New”Perspective of School Social Work Practice[J]. SOCIAL WORK AND MANAGEMENT, 2020, 20(6): 32-38.

参考文献

[1] OLWEUS, D. Bullying at school: What we know and what we can do[M]. Oxford, UK, and Cambridge, MA: Blackwell, 1993.
[2] CHENG Y, NEWMAN I M, QU M, et al. Being bullied and psychosocial adjustment among middle school students in China[J]. Journal of school health, 2010, 80(4): 193-199
[3] WANG H, ZHOU X, LU C, et al. Adolescent bullying involvement and psychosocial aspects of family and school life: A cross-sectional study from Guangdong Province in China[J]. PLoS one, 2012, 7(7): e38619
[4] 孙晓雪. 谁更有可能受到欺凌: 穷孩子还是富孩子——家庭教养方式的中介作用[J]. 基础教育, 2020(1): 26-33
[5] YE Z, CHEN L, HARRISON S E, et al. Peer victimization and depressive symptoms among rural-to-urban migrant children in China: The protective role of resilience[J]. Frontiers in psychology, 2016, 7: 1542
[6] 刘小群, 卢大力, 周丽华, 等. 初中生欺负、受欺负行为与抑郁、自杀意念的关系[J]. 中国临床心理学杂志, 2013(1): 85-87
[7] 谢家树, 梅里. 中学生欺凌受害对其内化问题的影响: 有调节的中介模型[J]. 心理学探新, 2019(4): 379-384
[8] 王玉龙, 陈慧玲, 袁燕. 社会排斥对青少年自伤的影响: 羞耻感的中介和认知重评的调节[J]. 心理科学, 2020(2): 333-339
[9] FITE P J, COOLEY J L, WILLIFORD A, et al. Parental school involvement as a moderator of the association between peer victimization and academic performance[J]. Children and youth services review, 2014, 44: 25-32
[10] 王海涛, 王宇, 董玉雪, 等. 受欺负学生的心理韧性与学业水平的关系研究[J]. 教育学报, 2017(6): 77-82
[11] 朱晓伟, 范翠英, 刘庆奇, 等. 校园受欺负对儿童幸福感的影响: 心理韧性的作用[J]. 中国临床心理学杂志, 2018(2): 396-400
[12] BANDURA A. Self-efficacy: The exercise of control[M]. NewYork: W. H. Freeman&Co, 1997.
[13] SCHWARZER R, SCHOLZ U. Cross-cultural assessment of coping resources: The general perceived self-efficacy scale[C]//First Asian Congress of Health Psychology: Health Psychology and Culture. Japan, Tokyo, 2000.
[14] 张海芹. 农村留守学生校园受欺负状况的调查与应对策略[J]. 河南工业大学学报: 社会科学版, 2011(3): 154-156
[15] SCHUNK D H, DIBENEDETTO M K. Self-efficacy theory in education[J]. Handbook of motivation at school, 2016(2): 34-54
[16] KOKKINOS C M, KIPRITSI E. The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents[J]. Social psychology of education, 2012, 15(1): 41-58
[17] SINGH P, BUSSEY K. Peer victimization and psychological maladjustment: The mediating role of coping self‐efficacy[J]. Journal of research on adolescence, 2011, 21(2): 420-433
[18] ANDREOU E. Bully/victim problems and their association with Machiavellianism and self‐efficacy in Greek primary school children[J]. British journal of educational psychology, 2004, 74(2): 297-309
[19] 褚晓伟, 范翠英, 柴唤友, 等. 初中生受欺负与社交焦虑: 社会自我效能感的中介作用[J]. 中国临床心理学杂志, 2016(6): 1051-1054
[20] OLWEUS D. Bullying at school: Basic facts and effects of a school based intervention program[J]. Journal of child psychology and psychiatry, 1994, 35(7): 1171-1190
[21] LADD, G. W. Children’s peer relations and social competence[M]. New Haven: Yale UniversityPress, 2005.
[22] 张文新. 中小学生欺负/受欺负的普遍性与基本特点[J]. 心理学报, 2002(4): 387-394
[23] DISETH Å, Meland E, Breidablik H J. Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence[J]. Learning and individual differences, 2014, 35: 1-8
[24] 李育辉, 张建新. 中学生的自我效能感、应对方式及二者的关系[J]. 中国心理卫生杂志, 2004(10): 711-713
[25] 李梦然, 李兵, 秦倩, 等. 1 381名中学生自我效能感及应对方式的关系[J]. 贵州医科大学学报, 2020(2): 194-199
[26] KIM Y S, KOH Y J, LEVENTHAL B. School bullying and suicidal risk in Korean middle school students[J]. Pediatrics, 2005, 115(2): 357-363
[27] HOGLUND W L G. School functioning in early adolescence: Gender-linked responses to peer victimization[J]. Journal of educational psychology, 2007, 99(4): 683
[28] 邱小艳, 刘小群. 初中生受欺负与抑郁的关系: 性别的调节作用[J]. 湖南科技学院学报, 2018(10): 125-127
[29] 胡春霞, 李梦霞. 不同学段学生校园欺凌经历与应对方式透视——基于浙江省湖州市四个学段861名学生的调查分析[J]. 中小学管理, 2019(5): 40-43
[30] 高博, 刘晓巍. 我国中小学校园欺凌事件分布差异及其应对策略[J]. 现代中小学教育, 2018(2): 1-5
[31] HUNTER S C, BOYLE J M E. Appraisal and coping strategy use in victims of school bullying[J]. British journal of educational psychology, 2004, 74(1): 83-107
[32] MCLEAN A V. Bullying survey in Strathclyde region [C]. Glasgow North East Psychological Service. Strathclyde Regional Council, 1994.
[33] SMITH P K, SHARP S. School bullying: Insights and perspectives[M]. London: Routledge, 1994.
[34] MURIS P. A brief questionnaire for measuring self-efficacy in youths[J]. Journal of psychopathology and behavioral assessment, 2001, 23(3): 145-149
[35] XIE H, NGAI S S. Participant roles of peer bystanders in School Bullying Situations: Evidence from Wuhan, China[J]. Children and Youth Services Review, 2020: 104762
[36] 常进锋, 尹东风. 域外经验与中国思路: 青少年校园欺凌的法律治理[J]. 当代青年研究, 2018(2): 109-115
[37] 于瀚坤. 校园欺凌中受害者的权利保障研究[J]. 湖北经济学院学报(人文社会科学版), 2020(5): 86-89
[38] 朱琳, 齐华栋, 梅芸芸. 社会生态系统视角下预防校园欺凌的介入策略研究[J]. 现代中小学教育, 2017(7): 1-5
[39] 郭爱妹, 张雷. 青春期情感自主性与学业成绩相关研究[J]. 心理学探新, 2000(4): 54-58
[40] 郑沁怡, 胡娜, 丁雪辰. 拒绝敏感性的影响因素——基于“个人×环境模型”[J]. 应用心理学, 2020(1): 83-96
[41] 张雅茹, 张志. 农村5~8年级留守儿童焦虑程度及情绪管理能力研究[J]. 现代中小学教育, 2019(10): 57-61
[42] 宋月萍, 张婧文. 初三学生遭受校园欺凌对健康的影响——基于中国教育追踪调查的分析[J]. 中国卫生政策研究, 2018(6): 62-67
[43] 陈璇. 青少年校园欺凌行为的风险因素及预防机制研究——基于广东省珠海市的实证研究[J]. 青少年犯罪问题, 2019(5): 16-21
[44] 张琪, 郑友训. 女中学生欺凌行为的心理透析及规避[J]. 教学与管理(中学版), 2017(1): 24-26
[45] 顾蕾. 基于受害者立场的日本防治欺凌对策[J]. 青少年犯罪问题, 2016(2): 23-28
[46] WALSH J F, FOSHEE V. Self-efficacy, self-determination and victim blaming as predictors of adolescent sexual victimization[J]. Health Education Research, 1998, 13(1): 139-144
[47] 韩婷芷, 沈贵鹏. 芬兰校园反欺凌项目KiVa: 内涵、路径及其启示[J]. 外国中小学教育, 2019(2): 15-20

Metrics

Viewed

Full text

Abstract

Cited

Shared

Discussed