中国青少年中的同龄受害者和抑郁症:教师对侵略管理的适度
Yan Sun1, Junsheng Liu1, Luhao Wei2
1School of Psychology and Cognitive Science, East China Normal University.
School psychology (Washington, D.C.)
|May 5, 2025
概括
教师的侵略控制策略可以减少同行受害对青少年抑郁症的负面影响. 这一发现强调了教师干预在学校对学生心理健康的重要性.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 青少年心理健康 青少年心理健康
背景情况:
- 同龄人受害是青少年抑郁症状的重要危险因素.
- 教师在减轻负面同学互动及其对学生福祉的影响方面的作用至关重要.
- 了解教师如何处理侵略是支持弱势学生的关键.
研究的目的:
- 调查教师的侵略管理策略对中国青少年同行受害和抑郁症状之间的关系的缓解效应.
- 检查侵略控制和促进亲社会行为策略的不同角色.
主要方法:
- 在中国农村的1346名青少年学生和37个教室中使用了多层次建模方法.
- 收集了学生报告的关于同行受害和抑郁症状的数据.
- 从校长那里收集了教师报告的关于侵略管理策略 (侵略控制,促进社会行为) 的数据.
主要成果:
- 教师的侵略控制策略显著缓解了同行受害和抑郁症状之间的关联.
- 较高水平的教师攻击控制与同行受害和抑郁症状之间的关系较弱有关.
- 教师推广亲社会行为没有显著的缓解效应.
结论:
- 教师的攻击性控制是青少年遭受同行受害的重要保护因素.
- 实施有效的教师攻击管理策略可以帮助缓解受害青年的抑郁症状.
- 研究结果强调,需要对教师进行侵略管理培训,以支持青少年心理健康.
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