【摘要】：欺負在小學生中是一種比較普遍的特殊攻擊行為,會給個體的發(fā)展帶來來消極影響。從20世紀70年代開始,很多研究者對欺負行為行為進行了深入的探討。但大多數(shù)人關注的是個體自尊、自我概念、家庭養(yǎng)育方法等與欺負行為的關系,以班級為背景探析欺負行為的相關研究較少。本文選擇問卷調查的方式,以四川成都兩所三到五年級的523名小學生為研究對象,采用《piers-Harris兒童自我概念量表》、《學生感知的班級人際和諧問卷》、《兒童欺負行為問卷》考察了小學生自我概念、感知的班級氛圍(以下簡稱班級氛圍)和欺負行為之間的關系,希望能為有效降低小學生欺負行為出現(xiàn)提供理論依據(jù)。結果表明:1.小學生在班級氛圍及各維度在性別上存在顯著的差異,女生得分都高于男生;師生關系和班級組織維度在年級上存在顯著差異,同伴關系和班級氛圍在年級上不存在顯著差異;城市小學生感知的班級氛圍水平高于農村,且存在顯著差異。2.小學生男生的自我概念水平低于女生,但都具有較高的自我概念水平。除智力與學校情況、合群、幸福與滿足維度以外,其余維度和自我概念總分在性別上均存在顯著差異;除合群維度外,其余各維度和自我概念總分在年級上都存在顯著差異;在自我概念總分上,呈線性升高趨勢。城市小學生自我概念高于農村小學生,且存在顯著差異。3.小學生欺負行為在性別上存在顯著差異,在欺負者、被欺負者和雙卷入者中,男生多于女生;欺負行為在年級之間也存在顯著的差異,隨著年級的升高,欺負者、被欺負者、雙卷入者的人數(shù)都逐漸的下降。4.小學生班級氛圍各維度與自我概念及大多數(shù)維度呈顯著的正相關;除同伴關系與欺負發(fā)生外,班級氛圍與不同欺負行為(欺負、被欺負、雙卷入)呈顯著的負相關;不同欺負行為與自我概念及大多數(shù)維度呈顯著的負相關。5.自我概念在師生關系、同伴關系、班級組織與欺負、被欺負行為間起部分中介作用,在師生關系和雙卷入行為的間起完全中介作用。
[Abstract]:Bullying is a kind of special aggressive behavior in primary school students, which has a negative effect on the development of individual. Since the 1970 s, many researchers have carried on the thorough discussion to the bullying behavior. However, most people are concerned about the relationship between individual self-esteem, self-concept, family rearing methods and bullying behavior. In this paper, 523 primary school students from three to five grades of two schools in Chengdu, Sichuan Province, were selected as the subjects of a questionnaire survey. Using the piers-Harris Children's Self-Concepts scale, the Class interpersonal Harmony questionnaire perceived by students, and the Child bullying behavior questionnaire, we investigated the relationship among the students' self-concept, perceived class atmosphere (hereinafter referred to as class atmosphere) and bullying behavior. Hope to effectively reduce bullying behavior of primary school students to provide a theoretical basis. The result shows that 1: 1. There are significant differences in class atmosphere and each dimension of primary school students, female students score higher than boys, teacher-student relationship and class organization dimension have significant difference in grade, peer relationship and class atmosphere have no significant difference in grade. The level of class atmosphere perceived by urban pupils was higher than that in rural areas, and there was significant difference between them. The level of self-concept of primary school boys is lower than that of girls, but they all have higher self-concept level. Except for intelligence and school situation, group, happiness and satisfaction, there were significant differences between the other dimensions and the total scores of self-concept, except the group dimension, the other dimensions and the total score of self-concept were significantly different in grade. In the total score of self-concept, there is a linear upward trend. The self-concept of urban pupils is higher than that of rural pupils, and there is significant difference. 3. Among the bullies, the number of the bullies was more than that of the girls, and there were significant differences between the grades. With the increase of the grade, the bullies, the bullies and the bullies. The number of people involved in both gradually dropped. 4. 4. There was a significant positive correlation between each dimension of primary school students' class atmosphere and self-concept and most dimensions, except peer relationship and bullying, there was a significant negative correlation between class atmosphere and different bullying behaviors (bullying, being bullied, double involved). There was a significant negative correlation between bullying behavior and self-concept and most dimensions. Self-concept plays a part intermediary role in teacher-student relationship, peer relationship, class organization and bullying, bullying behavior, and plays a complete intermediary role between teacher-student relationship and double-involvement behavior.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.1

【參考文獻】

相關期刊論文 前10條

1 李夢娜;史慧靜;張U，

本文編號：2256132