小学生感知的班级氛围、自我概念与欺负行为的关系
发布时间：2018-10-08 08:39
【摘要】：欺负在小学生中是一种比较普遍的特殊攻击行为,会给个体的发展带来来消极影响。从20世纪70年代开始,很多研究者对欺负行为行为进行了深入的探讨。但大多数人关注的是个体自尊、自我概念、家庭养育方法等与欺负行为的关系,以班级为背景探析欺负行为的相关研究较少。本文选择问卷调查的方式,以四川成都两所三到五年级的523名小学生为研究对象,采用《piers-Harris儿童自我概念量表》、《学生感知的班级人际和谐问卷》、《儿童欺负行为问卷》考察了小学生自我概念、感知的班级氛围(以下简称班级氛围)和欺负行为之间的关系,希望能为有效降低小学生欺负行为出现提供理论依据。结果表明:1.小学生在班级氛围及各维度在性别上存在显著的差异,女生得分都高于男生;师生关系和班级组织维度在年级上存在显著差异,同伴关系和班级氛围在年级上不存在显著差异;城市小学生感知的班级氛围水平高于农村,且存在显著差异。2.小学生男生的自我概念水平低于女生,但都具有较高的自我概念水平。除智力与学校情况、合群、幸福与满足维度以外,其余维度和自我概念总分在性别上均存在显著差异;除合群维度外,其余各维度和自我概念总分在年级上都存在显著差异;在自我概念总分上,呈线性升高趋势。城市小学生自我概念高于农村小学生,且存在显著差异。3.小学生欺负行为在性别上存在显著差异,在欺负者、被欺负者和双卷入者中,男生多于女生;欺负行为在年级之间也存在显著的差异,随着年级的升高,欺负者、被欺负者、双卷入者的人数都逐渐的下降。4.小学生班级氛围各维度与自我概念及大多数维度呈显著的正相关;除同伴关系与欺负发生外,班级氛围与不同欺负行为(欺负、被欺负、双卷入)呈显著的负相关;不同欺负行为与自我概念及大多数维度呈显著的负相关。5.自我概念在师生关系、同伴关系、班级组织与欺负、被欺负行为间起部分中介作用,在师生关系和双卷入行为的间起完全中介作用。
[Abstract]:Bullying is a kind of special aggressive behavior in primary school students, which has a negative effect on the development of individual. Since the 1970 s, many researchers have carried on the thorough discussion to the bullying behavior. However, most people are concerned about the relationship between individual self-esteem, self-concept, family rearing methods and bullying behavior. In this paper, 523 primary school students from three to five grades of two schools in Chengdu, Sichuan Province, were selected as the subjects of a questionnaire survey. Using the piers-Harris Children's Self-Concepts scale, the Class interpersonal Harmony questionnaire perceived by students, and the Child bullying behavior questionnaire, we investigated the relationship among the students' self-concept, perceived class atmosphere (hereinafter referred to as class atmosphere) and bullying behavior. Hope to effectively reduce bullying behavior of primary school students to provide a theoretical basis. The result shows that 1: 1. There are significant differences in class atmosphere and each dimension of primary school students, female students score higher than boys, teacher-student relationship and class organization dimension have significant difference in grade, peer relationship and class atmosphere have no significant difference in grade. The level of class atmosphere perceived by urban pupils was higher than that in rural areas, and there was significant difference between them. The level of self-concept of primary school boys is lower than that of girls, but they all have higher self-concept level. Except for intelligence and school situation, group, happiness and satisfaction, there were significant differences between the other dimensions and the total scores of self-concept, except the group dimension, the other dimensions and the total score of self-concept were significantly different in grade. In the total score of self-concept, there is a linear upward trend. The self-concept of urban pupils is higher than that of rural pupils, and there is significant difference. 3. Among the bullies, the number of the bullies was more than that of the girls, and there were significant differences between the grades. With the increase of the grade, the bullies, the bullies and the bullies. The number of people involved in both gradually dropped. 4. 4. There was a significant positive correlation between each dimension of primary school students' class atmosphere and self-concept and most dimensions, except peer relationship and bullying, there was a significant negative correlation between class atmosphere and different bullying behaviors (bullying, being bullied, double involved). There was a significant negative correlation between bullying behavior and self-concept and most dimensions. Self-concept plays a part intermediary role in teacher-student relationship, peer relationship, class organization and bullying, bullying behavior, and plays a complete intermediary role between teacher-student relationship and double-involvement behavior.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
[Abstract]:Bullying is a kind of special aggressive behavior in primary school students, which has a negative effect on the development of individual. Since the 1970 s, many researchers have carried on the thorough discussion to the bullying behavior. However, most people are concerned about the relationship between individual self-esteem, self-concept, family rearing methods and bullying behavior. In this paper, 523 primary school students from three to five grades of two schools in Chengdu, Sichuan Province, were selected as the subjects of a questionnaire survey. Using the piers-Harris Children's Self-Concepts scale, the Class interpersonal Harmony questionnaire perceived by students, and the Child bullying behavior questionnaire, we investigated the relationship among the students' self-concept, perceived class atmosphere (hereinafter referred to as class atmosphere) and bullying behavior. Hope to effectively reduce bullying behavior of primary school students to provide a theoretical basis. The result shows that 1: 1. There are significant differences in class atmosphere and each dimension of primary school students, female students score higher than boys, teacher-student relationship and class organization dimension have significant difference in grade, peer relationship and class atmosphere have no significant difference in grade. The level of class atmosphere perceived by urban pupils was higher than that in rural areas, and there was significant difference between them. The level of self-concept of primary school boys is lower than that of girls, but they all have higher self-concept level. Except for intelligence and school situation, group, happiness and satisfaction, there were significant differences between the other dimensions and the total scores of self-concept, except the group dimension, the other dimensions and the total score of self-concept were significantly different in grade. In the total score of self-concept, there is a linear upward trend. The self-concept of urban pupils is higher than that of rural pupils, and there is significant difference. 3. Among the bullies, the number of the bullies was more than that of the girls, and there were significant differences between the grades. With the increase of the grade, the bullies, the bullies and the bullies. The number of people involved in both gradually dropped. 4. 4. There was a significant positive correlation between each dimension of primary school students' class atmosphere and self-concept and most dimensions, except peer relationship and bullying, there was a significant negative correlation between class atmosphere and different bullying behaviors (bullying, being bullied, double involved). There was a significant negative correlation between bullying behavior and self-concept and most dimensions. Self-concept plays a part intermediary role in teacher-student relationship, peer relationship, class organization and bullying, bullying behavior, and plays a complete intermediary role between teacher-student relationship and double-involvement behavior.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
【参考文献】
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1 李梦娜;史慧静;张U，
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