青少年在课堂层面和个人层面的亲社会性和寻求帮助的行为
Ryo Morishima1,2,3, Satoshi Usami4, Akiko Kanehara1
1Department of Neuropsychiatry, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan.
JAMA network open
|May 15, 2025
概括
亲社会化的课堂环境和个人亲社会化鼓励青少年寻求帮助. 这项研究强调了在学校培养亲社会行为的重要性,以支持学生的福祉.
科学领域:
- 青少年心理学 青少年心理学
- 社会行为研究 社会行为研究
- 教育研究教育研究
背景情况:
- 个人亲社会性 (自愿帮助行为) 与青少年寻求帮助有关.
- 像教室这样的亲社会社区对青少年寻求帮助的影响仍然未得到充分研究.
研究的目的:
- 调查课堂与个人亲社会和青少年寻求帮助行为之间的关联.
- 检查年龄,性别和欺凌经历对这些协会的影响.
主要方法:
- 与21,845名日本初中和高中学生 (2020-2023) 进行的横截面研究.
- 使用"优势和困难调查问卷"评估的亲社会性.
- 一般化的混合效应模型分析了寻求帮助的行为 (来自同龄人,家庭,教师,医生) 和欺凌的适度.
主要成果:
- 课堂亲社会性与高年级高中生寻求同行帮助的增加相关 (OR 1.26).
- 更高的个人亲社会性始终预测了更多的帮助寻求在多个来源 (朋友,家人,老师,医生).
- 没有发现欺凌对课堂亲社会性和寻求帮助之间的关联有适度的影响.
结论:
- 课堂和个人亲社会性都对青少年寻求帮助的行为产生了积极的影响,特别是来自同龄人的行为.
- 加强课堂亲社会性的干预措施可以促进互惠的同行支持,并提高寻求帮助率.
- 研究结果表明,培养亲社会化的学校环境有利于所有学生,包括那些经历过欺凌的学生.
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