打破循环:感知控制和教师与学生的关系保护青少年免受欺凌 随着时间的推移成为受害者
Zhongjie Wang1, Kaiyuan Lu1, Xuezhen Wang2
1School of Education, Zhengzhou University, Zhengzhou 450001, China.
Behavioral sciences (Basel, Switzerland)
|January 8, 2025
概括
青少年有更大的感知控制和更强的师生关系,经历的欺凌较少. 教师支持调解了感知控制和随着时间的推移减少欺凌之间的联系,突出了关键干预目标.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 青少年健康 青少年健康
背景情况:
- 欺凌受害者是早期青少年的一个重大问题.
- 需要对保护因素进行长度研究,特别是教师与学生的关系.
研究的目的:
- 调查感知控制和教师与学生关系对欺凌受害的纵向保护作用.
- 检查教师与学生关系在感知控制和欺凌之间的联系中扮演的调解角色.
主要方法:
- 1454名青少年 (平均年龄13.63岁) 被跟踪了一年.
- 潜增长模型分析了发育轨迹和调解效应.
主要成果:
- 随着时间的推移,感知到的控制和教师与学生的关系增加了;欺凌受害率下降了.
- 更高的感知控制预测了更低的欺凌,通过教师与学生的关系来调解.
- 对减少欺凌的感知控制的积极影响是通过教师与学生的关系来引导的.
结论:
- 感知控制是一种稳定的保护因素,可以防止欺凌.
- 支持性教师与学生的关系进一步减轻了欺凌的受害者.
- 干预措施应侧重于加强感知控制和教师与学生的关系.
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