在学校欺凌的复杂动态中,侵略性和防御性行为,规范性和社会调整
Manuel Carmona-Rojas1, Rosario Ortega-Ruiz1, Eva Romera1
1Universidad de Córdoba Spain Universidad de Córdoba, Spain.
概括
这项研究揭示了青少年中的四个不同的欺凌规范群. 规范性调整和规范类型影响欺凌参与,而亲社会性影响防御,突出了学校需要社会情感干预的需要.
科学领域:
- 社会心理学 社会心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 欺凌是中学中一个复杂的群体现象.
- 对欺凌动态和影响因素的纵向研究很少.
- 了解群体规范对于有效的欺凌干预至关重要.
研究的目的:
- 根据欺凌规范来确定不同的阶级分类.
- 检查规范类型,社会调整和亲社会性对欺凌行为的影响.
- 调查群体规范与参与侵略和受害者防御之间的相互作用.
主要方法:
- 一项纵向研究涉及3358名中学生 (平均年龄13岁).
- 识别了四个欺凌规范组:反欺凌,被动反欺凌,冷漠和支持欺凌.
- 单变线性回归模型用于分析各种因素对欺凌行为的影响.
主要成果:
- 规范性调整和规范类型对攻击和防御行为产生了反向影响.
- 亲社会性主要影响了受害者防御.
- 在支持欺凌的规范群体中,规范调整强烈影响了防御和侵略,而亲社会技能与侵略有关.
结论:
- 欺凌规范类型和规范性调整显著预测参与欺凌.
- 社会情感技能,如亲社会性,在受害者防御和攻击中发挥作用.
- 干预措施应侧重于道德,社会和情感发展,以改善学校的气候和减少欺凌.
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