童年中期受欺负与问题行为之关系:一项两年纵向研究

发布时间：2018-02-27 12:27

本文关键词： 受欺负外化问题行为内化问题行为结构方程模型　出处：《心理科学》2013年03期 　论文类型：期刊论文

【摘要】：采用同伴评价和教师评价对787名小学3年级儿童进行为期两年的追踪研究,通过结构方程模型,考察受欺负与两类问题行为的相互预测关系。结果发现:(1)受欺负与外化问题行为和内化问题行为呈显著正相关。(2)受欺负在两年之间呈现较高的稳定性;而外化问题行为和内化问题行为则表现出较低程度的稳定性。(3)结构方程模型结果表明,三年级时的受欺负可以显著预测五年级时的外化问题行为,而三年级时的外化问题行为不能显著预测五年级时的受欺负;三年级时的内化问题行为可以显著预测五年级时的受欺负,而三年级时的受欺负不能显著预测五年级时的内化问题行为。在受欺负与问题行为的相互预测关系中,内化问题行为更有可能成为受欺负的触发因素,而外化问题行为则更有可能是对受欺负的回应。
[Abstract]:A two-year follow-up study was conducted on 787 children in grade 3 of primary school by peer evaluation and teacher evaluation. The results showed that: (1) there was a significant positive correlation between bullied and externalized problem behavior and internalized problem behavior. On the other hand, externalized problem behavior and internalized problem behavior showed a low degree of stability. The results of structural equation model showed that bullying in third grade could significantly predict externalized problem behavior in fifth grade. However, the behavior of externalization problem in the third grade could not significantly predict the bullying in the fifth grade, but the internalization problem behavior in the third grade could significantly predict the bullying in the fifth grade. However, bullying in the third grade could not significantly predict the internalized problem behavior in the fifth grade. In the relationship between the bullying and the problem behavior, the internalized problem behavior was more likely to be the trigger factor of the bullying. Externalization is more likely to be a response to bullying.
【作者单位】：上海师范大学心理学系;
【基金】：上海市浦江人才计划(11PJC088) 上海市2011年度教育科学研究项目(B11039) 上海师范大学校级重点学科项目的资助
【分类号】：G40

【相似文献】