| 顾怀婷,徐素秋,杨冉冉,许一诺,张一恒,梁朝惠,刘玲飞.小学生社会情感能力与校园欺凌角色的关联性[J].济宁医学院学报,2025,48(3):253-257 |
| 小学生社会情感能力与校园欺凌角色的关联性 |
| Relationship between social emotional competence and different roles of school bullying among primary school students |
| 投稿时间：2024-11-27 |
| DOI：10.3969/j.issn.1000-9760.2025.03.014 |
| 中文关键词: 校园欺凌;社会情感能力;小学生 |
| 英文关键词: School bullying;Social-emotional competence;Primary school student |
| 基金项目:山东省教育科学“十四五”规划课题(2021YB014);济宁医学院本科教学改革研究项目(YB202225) |
| 作者 | 单位 | E-mail | | 顾怀婷 | 济宁医学院公共卫生学院, 济宁 272013 | | | 徐素秋 | 济宁市任城区实验小学, 济宁 272008 | | | 杨冉冉 | 济宁市任城区实验小学, 济宁 272008 | | | 许一诺 | 济宁医学院公共卫生学院, 济宁 272013 | | | 张一恒 | 济宁医学院公共卫生学院, 济宁 272013 | | | 梁朝惠 | 济宁医学院公共卫生学院, 济宁 272013 | | | 刘玲飞 | 济宁医学院公共卫生学院, 济宁 272013 | liulf@mail.jnmc.edu.cn |
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| 中文摘要: |
| 目的 分析小学生社会情感能力与校园欺凌角色的关联性,为校园欺凌的防治提供科学依据。方法 2022年4月,采用整群抽样方法,以济宁市某小学3～5年级全体学生作为研究对象,采用校园欺凌调查问卷、社会情感能力问卷进行实名调查。结果 某小学1443名学生中卷入校园欺凌的检出率为25.99%,其中单纯被欺凌者21.97%,单纯欺凌者1.04%,欺凌-被欺凌者2.98%。社会情感能力得分:欺凌未卷入者(4.17±0.55)分,单纯被欺凌者(3.96±0.60)分,欺凌-被欺凌者(3.64±0.67)分,不同欺凌角色的社会情感能力总得分差异有统计学意义(P＜0.05)。多元logistic回归结果显示,相较于欺凌未卷入者,社会情感能力维度中的自我管理与欺凌-被欺凌角色呈负向关联(OR=0.57,95%CI:0.35-0.95,B=-0.557),他人管理与单纯被欺凌角色呈负向关联(OR=0.68,95%CI:0.54-0.85,B=-0.392)。结论 小学生社会情感能力得分越高,发生校园欺凌行为的可能性越低;根据不同欺凌角色的特点,有针对性地开展社会情感能力学习,提高学生社会情感能力是预防校园欺凌的有效途径。 |
| 英文摘要: |
| Objective To explore the relationship between social-emotional competence and different roles of school bullying among primary school students,and to provide reference for the prevention and control of school bullying.Methods Using cluster sampling method,all students of grade 3-5 in a primary school in Jining were selected to fill the real name self-administered questionnaire during April in 2022.The school bullying questionnaire and social-emotional competence questionnaire were used in the survey.Results About 25.99% students involved in school bullying,of which 21.97% were victims,1.04% were perpetrators,and 2.98% were both perpetrator-victims.There were significant differences in scores of the social-emotional competence among bullying roles (P＜0.05).Students who were uninvolved in school bullying got higher scores(4.17±0.55) than victims(3.96±0.60),and the perpetrator-victims had lowest scores (3.64±0.67).The results of multivariate logistic regression showed the self-management dimension was negatively correlated with the perpetrator-victims (OR=0.57,95%CI:0.35-0.95,B=-0.557),the negative correlation between dimension of others management and victims was also observed in the analysis (OR=0.68,95%CI:0.54-0.85,B=-0.392).Conclusions Students had higher social-emotional competence scores were less likely to involved in school bullying.The targeted social-emotional competence learning program should be carried out according to the characteristics of different bullying roles.It is an effective way to prevent school bullying by developing students' social-emotional competence. |
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