【摘要】： 欺負(fù)(Bullying)是一種特殊類型的攻擊行為,在中小學(xué)生中較為常見,近期研究表明,在幼兒園兒童中也有很高的發(fā)生率。表現(xiàn)為有意傷害他人、損壞或搶奪他人物品的行為。按照欺負(fù)的實(shí)施方式,本研究把欺負(fù)具體分為直接欺負(fù)(身體和言語)和間接欺負(fù)兩種形式。其中,直接身體欺負(fù)包括打、扭、擰、指戳、砸、擠壓、踢、踩、推搡、碰撞、抓、咬他人,打掉、損壞、搶奪他人物品、強(qiáng)占座位空間等;言語欺負(fù)包括說臟話、罵人、取笑、嘲諷、叫取外號等;間接欺負(fù)又稱心理欺負(fù)或關(guān)系欺負(fù),是通過第三方實(shí)施的欺負(fù)行為,包括散布壞話造謠、唆使打人、游戲活動排斥等。欺負(fù)對受欺負(fù)者的身心健康具有很大的傷害,經(jīng)常受到欺負(fù)的兒童通常會導(dǎo)致抑郁、注意力分散、感到孤獨(dú)、逃學(xué)、學(xué)習(xí)成績下降和失眠,嚴(yán)重的會導(dǎo)致自殺(Olweus,1993)。從已提出的研究框架來看,欺負(fù)行為的研究幾乎涉及到影響兒童心理發(fā)展的各種因素。并且有關(guān)于該行為的研究大多集中于中小學(xué),對于學(xué)前兒童研究相對較少,本研究在前人研究的基礎(chǔ)上針對母親教養(yǎng)方式、兒童氣質(zhì)與兒童欺負(fù)行為的相關(guān)關(guān)系進(jìn)行探討,以期從理論上對兒童欺負(fù)行為有所認(rèn)識,從實(shí)踐上為盡早的有效地發(fā)現(xiàn)、干預(yù)兒童欺負(fù)行為提供理論依據(jù)。 本研究運(yùn)用《3-7歲兒童氣質(zhì)量表》、《母親教養(yǎng)方式問卷》、《兒童行為觀察表》,采用教師提名法和觀察法相結(jié)合的方法從三所幼兒園,八百多名孩子中挑選出120名被試,有欺負(fù)行為的兒童60名,對照組兒童60名。經(jīng)過對調(diào)查及觀察結(jié)果的分析,得出如下結(jié)論: 1、本研究中,4-5歲兒童欺負(fù)行為的主要方式是身體方式,占到行為總數(shù)的78.06%,顯著多于以說臟話罵人為主的言語方式與以游戲排斥為主的間接方式。 2、從欺負(fù)行為的性別差異來看,在身體方式和間接方式的次數(shù)上存在顯著差異,表現(xiàn)為男孩的身體方式欺負(fù)多于女孩,女孩的間接方式多于男孩,而言語方式的欺負(fù)行為沒有顯著的性別差異。并且行為的指向?qū)ο?指向男孩的顯著多于女孩。 3、從年齡組來看,身體方式、言語方式、間接方式均沒有顯著差異。 4、就中止方式和行為目的而言,自止(自行終止)的行為顯著多于他止(他人終止)的行為,而為獲取物品的行為顯著地多于為傷害他人的行為,且沒有顯著的性別差異。 5、本研究考察的有欺負(fù)行為的實(shí)驗(yàn)組和無欺負(fù)行為的對照組兒童在氣質(zhì)、母親教養(yǎng)方式上都是存在顯著差異的。 6、兒童氣質(zhì)與欺負(fù)行為從總體而言是不存在顯著相關(guān)的,但從各維度看,兒童的活動量與兒童身體方式的欺負(fù)行為呈顯著正相關(guān),與言語方式中的取笑行為呈顯著負(fù)相關(guān)。兒童的適應(yīng)度與言語方式呈正相關(guān),且言語方式中的威脅恐嚇與規(guī)律性之間呈顯著負(fù)相關(guān)。語言方式中的威脅恐嚇與適應(yīng)度之間呈顯著的正相關(guān)。 7、母親的教養(yǎng)方式與兒童的欺負(fù)行為之間存在顯著的正相關(guān),但就本研究回歸結(jié)果的分析,這二者之間并不存在某種線性預(yù)測關(guān)系。
[Abstract]:Bullying is a special type of aggression, which is common among primary and secondary school students. Recent studies have shown a high incidence of bullying among kindergarten children. Among them, direct physical bullying includes beating, twisting, twisting, pointing, smashing, squeezing, kicking, trampling, pushing, collision, grabbing, biting, knocking off, damaging, robbing other people's belongings, occupying seats, etc; verbal bullying includes swearing, scolding, ridiculing, laughing, calling nicknames and so on; indirect bullying is also called psychological bullying or relationship bullying. Bullying through a third party, including spreading bad news, instigating beatings, exclusion from games, etc. Bullying is very harmful to the physical and mental health of the victim. Children who are often bullied often lead to depression, distraction, loneliness, truancy, poor academic performance and insomnia, and serious suicide (Olweus) According to the proposed research framework, bullying involves almost all kinds of factors affecting children's psychological development. Moreover, most of the studies on bullying are concentrated in primary and secondary schools, and relatively few are on preschool children. This paper probes into the correlation of negative behavior in order to have a theoretical understanding of child bullying and provide a theoretical basis for the early and effective discovery and intervention of child bullying in practice.
In this study, 120 subjects were selected from three kindergartens and more than 800 children by the methods of teacher nomination and observation. 60 children with bullying behavior and 60 children in control group were selected. The following conclusions are drawn:
1. In this study, the main form of bullying behavior of 4-5-year-old children was body style, accounting for 78.06% of the total behavior, which was significantly more than the indirect form of swearing and repelling.
2. From the perspective of gender differences in bullying behavior, there are significant differences in the number of physical and indirect ways, showing that boys bully more than girls in physical ways, girls more than boys in indirect ways, but there is no significant gender difference in bullying behavior in speech style. A child.
3, from age group, there was no significant difference in body style, verbal mode and indirect way.
4. As far as the mode and purpose of suspension are concerned, the behavior of self-termination is significantly more than that of others, while the behavior of acquiring goods is significantly more than that of hurting others, and there is no significant gender difference.
5. There were significant differences in temperament and parenting style between the experimental group with bullying and the control group without bullying.
6. There is no significant correlation between child temperament and bullying in general, but from all dimensions, children's activity is positively correlated with bullying in body style and negatively correlated with teasing in speech style. There was a significant negative correlation between the regularity and the degree of adaptation.
7. There is a significant positive correlation between mother's parenting style and bullying behavior, but there is no linear predictive relationship between them.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G610

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 段曉璇;學(xué)前兒童家庭教育中母親角色“危機(jī)”的研究[D];西北師范大學(xué);2011年

2 尹建軍;延吉市小學(xué)生欺負(fù)行為與父母教養(yǎng)方式的關(guān)系研究[D];延邊大學(xué);2010年

3 左彩霞;3～6歲幼兒欺負(fù)行為與心理理論的關(guān)系研究[D];西北師范大學(xué);2012年

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本文編號：2208023