学校欺凌与儿童和青少年执行功能之间的关联:三级元分析
Wei Jia1, Chenhui Huang1, Na Hu1,2
1School of Psychology, Shanghai Normal University, Shanghai, China.
Journal of adolescence
|August 26, 2024
概括
这一元分析证实了学校欺凌和执行功能 (EFs) 之间的联系. 欺凌的孩子和受害的孩子都表现出较低的EF,受损的抑制控制是关键的风险因素.
科学领域:
- 儿童心理学 儿童心理学
- 神经科学是一个神经科学.
- 教育心理学教育心理学
背景情况:
- 现有的研究表明,学校欺凌和执行功能 (EFs) 之间存在联系,包括抑制控制,工作记忆和认知灵活性.
- 然而,关于这种关联的研究产生了不一致的结果,需要进一步调查.
研究的目的:
- 通过进行三级元分析,澄清学校欺凌和EF之间的关系.
- 检查欺凌者和受害者与EFs有关的观点.
- 确定影响学校欺凌-EF关系的潜在调节变量.
主要方法:
- 对来自18项研究的数据进行了三级元分析,包括73个效果大小和21,725名参与者.
- 该分析考虑了学校欺凌中的欺凌者和受害者角色.
- 进行了主持人分析,以探索影响因素,如性别,年龄和测量方法.
主要成果:
- 在学校欺凌和EF之间发现了显著的负相关性,无论是欺凌者 (r = -0.154,p < .05) 还是受害者 (r = -0.187,p < .001).
- 对于欺凌者来说,EF成分调节了这种负相关性,但性别,年龄和测量方法没有.
- 对于受害者来说,负相关性没有受到欺凌形式,报告来源,EF方面,测量,性别,年龄或文化的显著影响.
结论:
- 分析证实了学校欺凌与欺凌者和受害者的执行职能水平较低之间存在显著的关系.
- 较低的抑制控制成为与欺凌行为相关的关键风险因素.
- 这些发现强调了在旨在减少学校欺凌的干预措施中解决EF的重要性.
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