青少年中的学校欺凌和自我效能:一个元分析
Yanxi Liu1, Xiaohong Yu1, Fusen An1
1Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
Journal of adolescence
|September 10, 2023
概括
学校欺凌与青少年自我效能降低有关. 这种负面关联根据角色,欺凌类型和自我有效性措施而有所不同,这凸显了对细微了解的需要.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 社会心理学 社会心理学
背景情况:
- 关于学校欺凌和自我效能之间的关系,存在不同的发现.
- 自我有效性对于处理社会信息和评估青少年的行为反应至关重要.
- 了解这种关联对于解决年轻人的认知处理障碍至关重要.
研究的目的:
- 通过元分析来澄清学校欺凌和青少年自我效能之间的联系.
- 调查主持人,包括参与者角色,欺凌类型和自我效能类型,影响这种关系.
- 检查人口统计学因素,如年龄,性别和文化背景.
主要方法:
- 按照PRISMA指南进行系统审查和元分析.
- 包括53篇文章 (N=71,661) 的平均年龄为12.69岁.
- 由两个研究生级编码员进行的独立编码,具有高级别的可靠性 (97.12%).
主要成果:
- 在学校欺凌和青少年自我效能之间发现了显著的负面关联 (r=-.07,p<.001).
- 这种关系因参与者的角色 (欺凌者,受害者,欺凌者-受害者,捍卫者) 而有很大差异.
- 在不同类型的学校欺凌 (传统,网络) 和自我有效性 (一般,特定领域) 中也观察到异质性.
结论:
- 在青少年中,学校欺凌与破坏性认知处理,特别是较低的自我效能有关.
- 观察到的异质性强调了考虑各种上下文因素的重要性.
- 要充分理解学校欺凌和自我效能之间的复杂联系,需要采取细微的方法.
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