本文選題：校園欺負(fù) + 旁觀者行為��； 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：校園欺負(fù)是校園環(huán)境中發(fā)生的一種特殊攻擊行為,指力量占優(yōu)勢(shì)者對(duì)較弱者有意進(jìn)行并造成了對(duì)方生理或心理痛苦的攻擊。當(dāng)前校園欺負(fù)問(wèn)題給兒童的身心健康帶來(lái)嚴(yán)重影響,成為發(fā)展心理學(xué)家和教育心理學(xué)家重點(diǎn)關(guān)注的內(nèi)容之一。發(fā)展心理學(xué)家主要關(guān)注的是個(gè)體的這種特殊攻擊行為對(duì)其成年以后問(wèn)題行為及個(gè)性和社會(huì)化發(fā)展的影響,以此探索促使個(gè)體健康發(fā)展的路徑;教育心理學(xué)家更多地則關(guān)注校園欺負(fù)事件對(duì)教學(xué)管理和學(xué)生心理健康帶來(lái)的困擾,力圖給教育工作者提供具體建議。欺負(fù)行為的發(fā)生不僅給欺負(fù)者、受欺負(fù)者帶來(lái)身心傷害,同時(shí)也給處于同一生態(tài)系統(tǒng)的旁觀者帶來(lái)影響。本研究以校園欺負(fù)中的旁觀者角色作為切入點(diǎn),綜合運(yùn)用田野考察、問(wèn)卷調(diào)研、案例研究等方法,探究校園欺負(fù)發(fā)生發(fā)展過(guò)程中旁觀者的行為特征及其影響因素,以期能為從旁觀者角度進(jìn)行欺負(fù)的干預(yù)提供實(shí)證研究依據(jù)。本研究包含三個(gè)子研究:研究一通過(guò)田野考察記錄了旁觀者行為特征,通過(guò)對(duì)完整事件中旁觀者的訪談,初步探索了影響旁觀者行為的潛在因素。數(shù)據(jù)使用Nvivo11進(jìn)行處理。研究結(jié)果發(fā)現(xiàn):(1)校園欺負(fù)的分布特征如下:身體欺負(fù)的發(fā)生頻率最高,其次是言語(yǔ)欺負(fù)和關(guān)系欺負(fù);四年級(jí)發(fā)生的欺負(fù)事件比五年級(jí)、六年級(jí)多;欺負(fù)事件頻發(fā)的場(chǎng)所,依次是操場(chǎng)、教室、走廊、樓道;下午第一節(jié)課前的課間休息時(shí)間是欺負(fù)的高發(fā)時(shí)段;(2)旁觀者行為表現(xiàn)主要有勸說(shuō)、回避、直接阻止、跟隨欺負(fù)、安慰。(3)通過(guò)對(duì)田野考察和訪談數(shù)據(jù)的綜合分析,初步探查到影響校園欺負(fù)中旁觀者行為的四類因素。研究二以親社會(huì)五步模型和布倫芬布倫納的生態(tài)系統(tǒng)理論為基礎(chǔ),將“微觀系統(tǒng)”作為切入點(diǎn),設(shè)計(jì)了旁觀者行為的影響因素的調(diào)查問(wèn)卷,針對(duì)教師、家長(zhǎng)、學(xué)生展開(kāi)面上的調(diào)查,目的在于進(jìn)一步考察和驗(yàn)證,研究一中探查到的四類(個(gè)體、同伴、家庭、學(xué)校)因素對(duì)校園欺負(fù)事件中旁觀者行為的影響。采用SPSS20.0軟件對(duì)數(shù)據(jù)進(jìn)行分析。研究結(jié)果發(fā)現(xiàn):通過(guò)面上調(diào)查數(shù)據(jù)分析,研究二驗(yàn)證了研究一對(duì)影響因素的探查結(jié)果:(1)從個(gè)體因素看,性別、年級(jí)、個(gè)體以往經(jīng)歷、對(duì)欺負(fù)事件嚴(yán)重程度的感知對(duì)旁觀者行為均有不同程度的影響。男生的“跟隨”顯著多于女生;五年級(jí)積極行為顯著多于四、六年級(jí);以往“受欺負(fù)者”經(jīng)歷的學(xué)生更傾向于采取積極的干預(yù)行為;嚴(yán)重事件中,學(xué)生的“報(bào)告”顯著多于其它行為。(2)從同伴因素看,不同的人際關(guān)系對(duì)旁觀者行為存在顯著影響。除“報(bào)告”行為不存在顯著差異外,學(xué)生的“勸說(shuō)”、“阻止”、“安慰”、“跟隨”、“看熱鬧”、“回避”行為在“朋友卷入”和“同學(xué)卷入”的不同人際關(guān)系下均存在顯著差異。(3)從家庭因素看,學(xué)生行為與家長(zhǎng)指導(dǎo)有較高的一致性;家庭教養(yǎng)方式除“尊重-羞辱”維度的旁觀者行為存在顯著差異,在其他維度上均無(wú)顯著差異。(4)從學(xué)校因素看,學(xué)生行為與教師指導(dǎo)有較高的一致性;學(xué)生對(duì)學(xué)校制度良好的感知、學(xué)校積極的處理方式能夠引導(dǎo)學(xué)生正確處理欺負(fù)事件;研究三采用個(gè)案研究,從個(gè)體(真實(shí)的、完整的人)的角度來(lái)考察,其在不同欺負(fù)事件中的具體行為,及其行為表現(xiàn)背后的原因。進(jìn)一步驗(yàn)證真實(shí)情境中個(gè)體面對(duì)欺負(fù)事件,其行為選擇過(guò)程及其影響因素。研究結(jié)果發(fā)現(xiàn):在觀察到的四個(gè)完整的校園欺負(fù)事件中,小趙的行為表現(xiàn)分別是回避、勸說(shuō)、報(bào)告、看熱鬧。小趙的行為實(shí)際上受到了來(lái)自于個(gè)體、同伴、家庭、學(xué)校因素的共同影響。各個(gè)因素之間相互作用于旁觀者行為,最終讓小趙在不同的欺負(fù)事件中采取了不同的行為。本研究主要得出以下結(jié)論:(1)校園欺負(fù)的分布特征如下:身體欺負(fù)的發(fā)生頻率最高,其次是言語(yǔ)欺負(fù)和關(guān)系欺負(fù);四年級(jí)發(fā)生的欺負(fù)事件比五年級(jí)、六年級(jí)多;欺負(fù)事件頻發(fā)的場(chǎng)所,依次是操場(chǎng)、教室、走廊、樓道;下午第一節(jié)課前的課間休息時(shí)間是欺負(fù)的高發(fā)時(shí)段;(2)旁觀者行為表現(xiàn)有勸說(shuō)、阻止、報(bào)告、安慰、跟隨、看熱鬧、回避等。大多數(shù)學(xué)生在校園欺負(fù)中都能夠采取比較積極的行為進(jìn)行干預(yù),但仍存在部分學(xué)生采取了消極回避。(3)旁觀者行為受到以下四類因素的綜合影響:個(gè)體因素,包括性別、年級(jí)、個(gè)體以往經(jīng)歷、個(gè)體對(duì)欺負(fù)事件嚴(yán)重程度的感知;同伴因素,即同學(xué)卷入/朋友卷入的不同人際關(guān)系;家庭因素,包括父母行為指導(dǎo)、家庭教養(yǎng)方式;學(xué)校因素,包括學(xué)校對(duì)欺負(fù)事件的處理方式、教師行為指導(dǎo)。在真實(shí)的欺負(fù)場(chǎng)域中,四類因素共同決定了個(gè)體的行為選擇,使得個(gè)體在不同的欺負(fù)事件中做出不同的行為選擇。
[Abstract]:Campus bullying is a special kind of attack in the campus environment, which means that the strength of the dominant person is intentional to the weaker person and causes the physical or psychological pain of the other. The current campus bullying has a serious impact on the physical and mental health of the children, and has become one of the main concerns of the developing psychologists and educational psychologists. Developmental psychologists are mainly concerned with the impact of this special attack on the behavior, personality and social development of the adult in order to explore the path to promote the healthy development of the individual, and the educational psychologists are more concerned about the problems caused by the campus bullying on the teaching management and the mental health of the students. This study takes the role of bystander in campus bullying as a breakthrough point and uses fieldwork, questionnaire survey, case study and other methods to explore the campus. The behavior characteristics of bystander and its influencing factors in the process of bullying can provide empirical evidence for the intervention of bullying from the standpoint of the bystander. This study includes three sub studies: first, the study recorded the bystander behavior characteristics through fieldwork and explored the influence by the interview of the bystander in the whole event. The potential factors of bystander behavior. The data were processed with Nvivo11. The results were as follows: (1) the distribution characteristics of campus bullying are as follows: the frequency of physical bullying is the highest, followed by verbal bullying and relationship bullying, and the bullying in grade four is more than grade five and six years; the place of frequent bullying is the playground, classroom, in turn. Corridor, corridor; the interval of intercourse before the first class in the afternoon is a period of high incidence of bullying; (2) the bystander behavior mainly includes persuasion, avoidance, direct prevention, following bullying and comfort. (3) through a comprehensive analysis of field investigation and interview data, the four factors affecting the bystander behavior in campus bullying are preliminarily explored. Study two is a parent. On the basis of the five step model of society and Brun Finn Brenner's ecological system theory, the "micro system" is used as the breakthrough point to design a questionnaire on the influencing factors of bystander behavior. The investigation on the teachers, parents and students is to further investigate and verify the four categories (individuals, companions, families, families, and families). The influence of the school factors on the bystander behavior in the campus bullying. SPSS20.0 software was used to analyze the data. The results of the study found that through the analysis of data on the surface, study two verified the findings of a pair of influencing factors: (1) from the individual factors, gender, grade, individual past experience, and the severity of bullying. Perception has different effects on bystander behavior. Boys' "follow" is significantly more than girls; positive behavior in grade five is significantly more than four, grade six; the students who have been subjected to bully experience are more inclined to take active intervention; in serious events, students' "report" is more than other behavior. (2) from peer factors. In addition, different interpersonal relationships have significant influence on bystander behavior. In addition to the no significant difference in the "report" behavior, the students' persuasion, "stop", "comfort", "follow", "watch the bustle", and "avoid" have significant differences under the different interpersonal relationships of "friend involvement" and "schoolmate entry". (3) from Family factors, students' behavior and parental guidance have higher consistency; there are significant differences in the bystander behavior of family rearing style except "respect humiliation", and there are no significant differences in other dimensions. (4) from the perspective of school factors, there is a higher consistency between student behavior and teacher guidance; students' good perception of school system, School The positive treatment can guide the students to handle the bullying correctly; study three use case study to examine the individual (real, complete) angle, the specific behavior in the different bullying and the reasons behind it, and further verify that the individual faces bullying in the real situation and its behavior selection process. The results show that in the four complete campus bullying events observed, Xiao Zhao's behavior is evasive, persuasive, reporting, and watching. The behavior of Xiao Zhao is actually influenced by the common effects of individual, companion, family, and school factors. Let Xiao Zhao take different behavior in different bullying events. This study mainly draws the following conclusions: (1) the distribution characteristics of campus bullying are as follows: the frequency of physical bullying is the highest, second is verbal bullying and relationship bullying, and the bullying in grade four is more than five year grade and six grade; the place of frequent bullying is in turn. Fields, classrooms, corridors, and corridors; the interval of rest before the first class in the afternoon is a period of high incidence of bullying; (2) bystander behavior shows persuading, stopping, reporting, comforting, following, watching, avoiding, and so on. Most students are able to intervene more actively in campus bullying, but some students still take negative returns. Avoidance. (3) bystander behavior is affected by the following four kinds of factors: individual factors, including sex, grade, individual past experience, individual perception of the severity of bullying; peer factors, the different interpersonal relationships involved in students' involvement / friends; family factors, including parental behavior guidance, family upbringing; School factors, including learning. In the real bullying field, four kinds of factors jointly determine the individual's behavior choice in the real bullying field, making the individual make different behavior choices in different bullying events.

【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B848.4

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本文編號(hào)：1890879