校园欺负旁观者行为特征及其影响因素研究

发布时间：2018-05-15 04:06

本文选题：校园欺负 + 旁观者行为　；参考：《贵州师范大学》2017年硕士论文

【摘要】：校园欺负是校园环境中发生的一种特殊攻击行为,指力量占优势者对较弱者有意进行并造成了对方生理或心理痛苦的攻击。当前校园欺负问题给儿童的身心健康带来严重影响,成为发展心理学家和教育心理学家重点关注的内容之一。发展心理学家主要关注的是个体的这种特殊攻击行为对其成年以后问题行为及个性和社会化发展的影响,以此探索促使个体健康发展的路径;教育心理学家更多地则关注校园欺负事件对教学管理和学生心理健康带来的困扰,力图给教育工作者提供具体建议。欺负行为的发生不仅给欺负者、受欺负者带来身心伤害,同时也给处于同一生态系统的旁观者带来影响。本研究以校园欺负中的旁观者角色作为切入点,综合运用田野考察、问卷调研、案例研究等方法,探究校园欺负发生发展过程中旁观者的行为特征及其影响因素,以期能为从旁观者角度进行欺负的干预提供实证研究依据。本研究包含三个子研究:研究一通过田野考察记录了旁观者行为特征,通过对完整事件中旁观者的访谈,初步探索了影响旁观者行为的潜在因素。数据使用Nvivo11进行处理。研究结果发现:(1)校园欺负的分布特征如下:身体欺负的发生频率最高,其次是言语欺负和关系欺负;四年级发生的欺负事件比五年级、六年级多;欺负事件频发的场所,依次是操场、教室、走廊、楼道;下午第一节课前的课间休息时间是欺负的高发时段;(2)旁观者行为表现主要有劝说、回避、直接阻止、跟随欺负、安慰。(3)通过对田野考察和访谈数据的综合分析,初步探查到影响校园欺负中旁观者行为的四类因素。研究二以亲社会五步模型和布伦芬布伦纳的生态系统理论为基础,将“微观系统”作为切入点,设计了旁观者行为的影响因素的调查问卷,针对教师、家长、学生展开面上的调查,目的在于进一步考察和验证,研究一中探查到的四类(个体、同伴、家庭、学校)因素对校园欺负事件中旁观者行为的影响。采用SPSS20.0软件对数据进行分析。研究结果发现:通过面上调查数据分析,研究二验证了研究一对影响因素的探查结果:(1)从个体因素看,性别、年级、个体以往经历、对欺负事件严重程度的感知对旁观者行为均有不同程度的影响。男生的“跟随”显著多于女生;五年级积极行为显著多于四、六年级;以往“受欺负者”经历的学生更倾向于采取积极的干预行为;严重事件中,学生的“报告”显著多于其它行为。(2)从同伴因素看,不同的人际关系对旁观者行为存在显著影响。除“报告”行为不存在显著差异外,学生的“劝说”、“阻止”、“安慰”、“跟随”、“看热闹”、“回避”行为在“朋友卷入”和“同学卷入”的不同人际关系下均存在显著差异。(3)从家庭因素看,学生行为与家长指导有较高的一致性;家庭教养方式除“尊重-羞辱”维度的旁观者行为存在显著差异,在其他维度上均无显著差异。(4)从学校因素看,学生行为与教师指导有较高的一致性;学生对学校制度良好的感知、学校积极的处理方式能够引导学生正确处理欺负事件;研究三采用个案研究,从个体(真实的、完整的人)的角度来考察,其在不同欺负事件中的具体行为,及其行为表现背后的原因。进一步验证真实情境中个体面对欺负事件,其行为选择过程及其影响因素。研究结果发现:在观察到的四个完整的校园欺负事件中,小赵的行为表现分别是回避、劝说、报告、看热闹。小赵的行为实际上受到了来自于个体、同伴、家庭、学校因素的共同影响。各个因素之间相互作用于旁观者行为,最终让小赵在不同的欺负事件中采取了不同的行为。本研究主要得出以下结论:(1)校园欺负的分布特征如下:身体欺负的发生频率最高,其次是言语欺负和关系欺负;四年级发生的欺负事件比五年级、六年级多;欺负事件频发的场所,依次是操场、教室、走廊、楼道;下午第一节课前的课间休息时间是欺负的高发时段;(2)旁观者行为表现有劝说、阻止、报告、安慰、跟随、看热闹、回避等。大多数学生在校园欺负中都能够采取比较积极的行为进行干预,但仍存在部分学生采取了消极回避。(3)旁观者行为受到以下四类因素的综合影响:个体因素,包括性别、年级、个体以往经历、个体对欺负事件严重程度的感知;同伴因素,即同学卷入/朋友卷入的不同人际关系;家庭因素,包括父母行为指导、家庭教养方式;学校因素,包括学校对欺负事件的处理方式、教师行为指导。在真实的欺负场域中,四类因素共同决定了个体的行为选择,使得个体在不同的欺负事件中做出不同的行为选择。
[Abstract]:Campus bullying is a special kind of attack in the campus environment, which means that the strength of the dominant person is intentional to the weaker person and causes the physical or psychological pain of the other. The current campus bullying has a serious impact on the physical and mental health of the children, and has become one of the main concerns of the developing psychologists and educational psychologists. Developmental psychologists are mainly concerned with the impact of this special attack on the behavior, personality and social development of the adult in order to explore the path to promote the healthy development of the individual, and the educational psychologists are more concerned about the problems caused by the campus bullying on the teaching management and the mental health of the students. This study takes the role of bystander in campus bullying as a breakthrough point and uses fieldwork, questionnaire survey, case study and other methods to explore the campus. The behavior characteristics of bystander and its influencing factors in the process of bullying can provide empirical evidence for the intervention of bullying from the standpoint of the bystander. This study includes three sub studies: first, the study recorded the bystander behavior characteristics through fieldwork and explored the influence by the interview of the bystander in the whole event. The potential factors of bystander behavior. The data were processed with Nvivo11. The results were as follows: (1) the distribution characteristics of campus bullying are as follows: the frequency of physical bullying is the highest, followed by verbal bullying and relationship bullying, and the bullying in grade four is more than grade five and six years; the place of frequent bullying is the playground, classroom, in turn. Corridor, corridor; the interval of intercourse before the first class in the afternoon is a period of high incidence of bullying; (2) the bystander behavior mainly includes persuasion, avoidance, direct prevention, following bullying and comfort. (3) through a comprehensive analysis of field investigation and interview data, the four factors affecting the bystander behavior in campus bullying are preliminarily explored. Study two is a parent. On the basis of the five step model of society and Brun Finn Brenner's ecological system theory, the "micro system" is used as the breakthrough point to design a questionnaire on the influencing factors of bystander behavior. The investigation on the teachers, parents and students is to further investigate and verify the four categories (individuals, companions, families, families, and families). The influence of the school factors on the bystander behavior in the campus bullying. SPSS20.0 software was used to analyze the data. The results of the study found that through the analysis of data on the surface, study two verified the findings of a pair of influencing factors: (1) from the individual factors, gender, grade, individual past experience, and the severity of bullying. Perception has different effects on bystander behavior. Boys' "follow" is significantly more than girls; positive behavior in grade five is significantly more than four, grade six; the students who have been subjected to bully experience are more inclined to take active intervention; in serious events, students' "report" is more than other behavior. (2) from peer factors. In addition, different interpersonal relationships have significant influence on bystander behavior. In addition to the no significant difference in the "report" behavior, the students' persuasion, "stop", "comfort", "follow", "watch the bustle", and "avoid" have significant differences under the different interpersonal relationships of "friend involvement" and "schoolmate entry". (3) from Family factors, students' behavior and parental guidance have higher consistency; there are significant differences in the bystander behavior of family rearing style except "respect humiliation", and there are no significant differences in other dimensions. (4) from the perspective of school factors, there is a higher consistency between student behavior and teacher guidance; students' good perception of school system, School The positive treatment can guide the students to handle the bullying correctly; study three use case study to examine the individual (real, complete) angle, the specific behavior in the different bullying and the reasons behind it, and further verify that the individual faces bullying in the real situation and its behavior selection process. The results show that in the four complete campus bullying events observed, Xiao Zhao's behavior is evasive, persuasive, reporting, and watching. The behavior of Xiao Zhao is actually influenced by the common effects of individual, companion, family, and school factors. Let Xiao Zhao take different behavior in different bullying events. This study mainly draws the following conclusions: (1) the distribution characteristics of campus bullying are as follows: the frequency of physical bullying is the highest, second is verbal bullying and relationship bullying, and the bullying in grade four is more than five year grade and six grade; the place of frequent bullying is in turn. Fields, classrooms, corridors, and corridors; the interval of rest before the first class in the afternoon is a period of high incidence of bullying; (2) bystander behavior shows persuading, stopping, reporting, comforting, following, watching, avoiding, and so on. Most students are able to intervene more actively in campus bullying, but some students still take negative returns. Avoidance. (3) bystander behavior is affected by the following four kinds of factors: individual factors, including sex, grade, individual past experience, individual perception of the severity of bullying; peer factors, the different interpersonal relationships involved in students' involvement / friends; family factors, including parental behavior guidance, family upbringing; School factors, including learning. In the real bullying field, four kinds of factors jointly determine the individual's behavior choice in the real bullying field, making the individual make different behavior choices in different bullying events.

【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848.4

【参考文献】