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当健康的教室伤害:如何减少欺凌通过改变友和地位动态来孤立受害的年轻人
Tamás Hoffmann1,2, Bence Basa3, Katalin N Kollár4
1Institute of Psychology, ELTE, Eotvos Lorand University, 1064, Budapest, Izabella utca 64, Budapest, Hungary. hoffmann.tamas@ppk.elte.hu.
BMC psychology
|February 19, 2026
概括
在不太受到欺凌的教室里,受欺凌的年轻人经历了更糟糕的社会结果. 这项研究表明,较低的课堂欺凌规范会对同行接受产生负面影响,并增加受害学生的拒绝.
科学领域:
- 社会心理学 社会心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 健康背景悖论描述了受欺凌的年轻人在低欺凌环境中表现得更糟糕.
- 这种悖论主要研究的是心理结果,对同伴社会动态的研究较少.
研究的目的:
- 调查健康背景悖论是否延伸到同行社会动态,特别是同行接受和拒绝.
- 检查课堂受害规范在调解个人受害和社会结果之间的关系中的作用.
主要方法:
- 利用了来自40个教室的915名匈牙利学生 (11-18岁) 的社会测量数据.
- 采用多层次模型来分析课堂级受害规范与个人社会结果之间的关联.
主要成果:
- 在受害者规范较低的教室里,受害的学生报告说,相互友较少.
- 这些学生也经历了较低的同行接受和较高的同行拒绝与高标准教室的学生相比.
- 研究结果表明,课堂环境对受害青年的社会地位有很大影响.
结论:
- 受害和同龄人的社会地位之间的关联取决于背景,根据课堂规范而有所不同.
- 课堂级别的提名模式对于解释社会测量数据至关重要.
- 对于理解同行关系和设计在低欺凌环境中的干预措施存在影响.
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