Glew Gwen M, Fan Ming-Yu, Katon Wayne, Rivara Frederick P
Department of Genetics and Developmental Medicine, Children's Hospital and Regional Medical Center, University of Washington, Seattle, WA 98105-0371, USA.
J Pediatr. 2008 Jan;152(1):123-8, 128.e1. doi: 10.1016/j.jpeds.2007.05.045. Epub 2007 Oct 22.
To identify an association between involvement in bullying and problems in school.
This was a cross-sectional study of 5391 students in grades 7, 9, and 11 in an urban public school district. The main outcome measure was involvement in bullying. Secondary outcomes included attendance, grade point average, psychosocial distress, and perceived acceptability of carrying guns to school.
Of the 5391 children surveyed, 26% were involved in bullying either as victim, bully, or both (bully-victim). All 3 groups were significantly more likely than bystanders to feel unsafe at school and sad most days. Victims and bully-victims were more likely to say they are "no good." Victims were more likely to feel that they "do not belong" in their school. The odds of being a victim (vs a bystander) were 10% lower for every 1 point increase in grade point average. Bully-victims were more likely to say that it is "not wrong" to take a gun to school.
Associations between involvement in bullying and academic achievement, psychological distress, and the belief that it is not wrong to take a gun to school reinforce the notion that school environment is interrelated with mental health and school success.
确定参与欺凌行为与学校问题之间的关联。
这是一项对城市公立学区5391名7年级、9年级和11年级学生的横断面研究。主要结局指标是参与欺凌行为。次要结局包括出勤率、平均绩点、心理困扰以及携带枪支上学的可接受性。
在接受调查的5391名儿童中，26%的儿童作为受害者、欺凌者或两者兼具（欺凌 - 受害者）参与了欺凌行为。所有这三组人比旁观者在学校感到不安全和大多数日子感到悲伤的可能性显著更高。受害者和欺凌 - 受害者更有可能说自己“没什么用”。受害者更有可能觉得自己在学校“不属于这里”。平均绩点每提高1分，成为受害者（与旁观者相比）的几率就降低10%。欺凌 - 受害者更有可能说携带枪支上学“没错”。
参与欺凌行为与学业成绩、心理困扰以及认为携带枪支上学没错之间的关联强化了这样一种观念，即学校环境与心理健康和学业成就相互关联。
