关于教师干预欺凌的感知有效性的探索性研究:从学生的角度看的见解
Noelia Muñoz-Fernández1, Sebastian Wachs2, Nuria Marcenaro1
1Department of Developmental and Educational Psychology, Universidad de Sevilla, Seville, Spain.
The British journal of educational psychology
|April 8, 2025
概括
根据学生的看法,老师的持续干预有效地阻止了学校的欺凌行为. 积极的教师与学生关系提高了干预的成功,而不一致的方法可能会使欺凌事件恶化.
科学领域:
- 教育心理学教育心理学
- 学校安全学校的安全
- 儿童发展 儿童发展
背景情况:
- 欺凌是一个持续存在的学校问题,影响学生的福祉.
- 教师的干预非常重要,但它们的有效性各不相同.
- 学生对干预措施的看法,师生关系和欺凌参与需要更多的研究.
研究的目的:
- 调查学生对教师干预欺凌有效性的看法.
- 确定影响这些感知的因素,包括教师与学生的关系和学生的角色.
主要方法:
- 潜在的个人资料分析将学生分为非干预,间歇性和一致的干预个人资料.
- 多级多项回归分析了个人资料与干预成功之间的关联.
- 从西班牙南部的419名学生 (年龄为9-16) 收集的数据.
主要成果:
- 近70%的学生认为老师的干预是有效的;30%的学生经历了无效或恶化的欺凌.
- 一致的干预与停止欺凌有关;不干预与欺凌增加有关.
- 积极的师生关系是保护性的;欺凌者-受害者身份增加了负面结果.
结论:
- 持续,可见的教师干预对于减少学校欺凌至关重要.
- 虽然大多数干预措施都被认为是积极的,但间歇性或缺席的干预措施可能会使欺凌情况恶化.
- 加强教师与学生的关系和为弱势学生量身定制策略是必不可少的.
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