4-6年级小学生受欺凌与自尊、焦虑的关系及干预研究
发布时间：2018-08-22 21:09
【摘要】：校园欺凌是影响世界各地儿童和青少年的主要社会问题,它发生在学校和学生家校来回的途中。卷入任何形式校园欺凌的学生的身心健康都会受到不同程度的影响,特别是受欺凌者,更容易产生焦虑、抑郁情绪以及社交障碍等问题,其危害不仅体现在时下,而且会影响学生的未来生活。本研究关注受欺凌学生的自尊和焦虑情况,对4-6年级小学生的受欺凌现状、自尊和焦虑情况进行调查;并探讨了学生受欺凌的严重程度、自尊水平和焦虑水平之间的关系;研究还对一名受欺凌的六年级学生进行个案干预,探究心理干预对受欺凌学生自尊和焦虑的调节作用。本研究采用问卷测量法,在浙江省宁波市A小学(外来务工子女学校)和B小学(宁波乡村学校)选取4-6年级小学生878人参与调查研究,采用陈世平修订的Smith版欺凌问卷、魏运华编制的《儿童自尊量表》和苏林雁等修订编制的儿童焦虑性情绪障碍筛查表(SCARED),并用SPSS17.0进行数据分析和处理;综合对一名受欺凌的六年级学生的个案干预,本研究主要得出以下结果:(1) 4-6年级小学生校园受欺凌行为具有较高的发生率,且存在显著的性别差异,但在学校、年级间不存在显著差异。(2) 4-6年级受欺凌学生和未受欺凌学生的自尊水平、焦虑水平有显著差异。(3) 4-6年级小学生校园受欺凌严重程度、自尊和焦虑三者之间关系密切:受欺凌严重程度和自尊水平存在显著的负相关;受欺凌严重程度和焦虑水平存在显著的正相关;学生自尊水平和焦虑水平存在显著的负相关。(4)受欺凌对象经过个案干预后,自尊水平有所提高,焦虑水平有所降低,受欺凌情况减少。由此可得出结论,4-6年级小学生的校园受欺凌现象具有普遍性,对学生的自尊水平和焦虑水平有显著的影响;通过个案干预,可以降低欺凌带给受欺凌者的心理负面影响,提高其自尊水平和降低焦虑水平,并间接减少其受欺凌次数。
[Abstract]:School bullying is a major social problem affecting children and adolescents around the world. The physical and mental health of students involved in any form of bullying on campus is affected to varying degrees, especially the bullies, who are more likely to develop anxiety, depression and social disorders. And will affect the future life of students. This study focused on the self-esteem and anxiety of the bullied students, investigated the bullying status, self-esteem and anxiety of primary school students in grades 4-6, and explored the relationship among the degree of bullying, the level of self-esteem and the level of anxiety. The study also investigated the effects of psychological intervention on self-esteem and anxiety of a bullied sixth grader. In this study, 878 pupils of grades 4 to 6 were selected from Ningbo A Primary School (migrant Workers' Children School) and B Primary School (Ningbo Rural School) to participate in the study. Chen Shiping's revised Smith bullying questionnaire was used in this study. Wei Yunhua's Child Self-esteem scale and Su Linyan's revised child anxiety disorder screening scale (SCARED),) were used to analyze and process the data with SPSS17.0. The main results of this study are as follows: (1) there is a higher incidence of bullying behavior and significant gender difference in the school of grade 4-6 pupils, but in the school, There was no significant difference between grades. (2) Self-esteem and anxiety level of bullying students and non-bullied students in grades 4-6 were significantly different. (3) the degree of bullying in grade 4-6 was significant. There is a significant negative correlation between bullying severity and self-esteem level, a significant positive correlation between bullying severity and anxiety level. There was significant negative correlation between self-esteem and anxiety. (4) after individual intervention, the level of self-esteem increased, anxiety decreased, and bullying decreased. It can be concluded that bullying on campus of grade 4-6 pupils is universal and has significant influence on students' self-esteem and anxiety level, and the psychological negative effects of bullying on bullied students can be reduced by individual intervention. Improve their self-esteem and anxiety level, and indirectly reduce their bullying times.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
[Abstract]:School bullying is a major social problem affecting children and adolescents around the world. The physical and mental health of students involved in any form of bullying on campus is affected to varying degrees, especially the bullies, who are more likely to develop anxiety, depression and social disorders. And will affect the future life of students. This study focused on the self-esteem and anxiety of the bullied students, investigated the bullying status, self-esteem and anxiety of primary school students in grades 4-6, and explored the relationship among the degree of bullying, the level of self-esteem and the level of anxiety. The study also investigated the effects of psychological intervention on self-esteem and anxiety of a bullied sixth grader. In this study, 878 pupils of grades 4 to 6 were selected from Ningbo A Primary School (migrant Workers' Children School) and B Primary School (Ningbo Rural School) to participate in the study. Chen Shiping's revised Smith bullying questionnaire was used in this study. Wei Yunhua's Child Self-esteem scale and Su Linyan's revised child anxiety disorder screening scale (SCARED),) were used to analyze and process the data with SPSS17.0. The main results of this study are as follows: (1) there is a higher incidence of bullying behavior and significant gender difference in the school of grade 4-6 pupils, but in the school, There was no significant difference between grades. (2) Self-esteem and anxiety level of bullying students and non-bullied students in grades 4-6 were significantly different. (3) the degree of bullying in grade 4-6 was significant. There is a significant negative correlation between bullying severity and self-esteem level, a significant positive correlation between bullying severity and anxiety level. There was significant negative correlation between self-esteem and anxiety. (4) after individual intervention, the level of self-esteem increased, anxiety decreased, and bullying decreased. It can be concluded that bullying on campus of grade 4-6 pupils is universal and has significant influence on students' self-esteem and anxiety level, and the psychological negative effects of bullying on bullied students can be reduced by individual intervention. Improve their self-esteem and anxiety level, and indirectly reduce their bullying times.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
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