Idsoe Thormod, Solli Elin, Cosmovici Elena Maria
Centre for Behavioural Research, University of Stavanger, Stavanger, Norway.
Aggress Behav. 2008 Sep-Oct;34(5):460-74. doi: 10.1002/ab.20259.
This study looked at students' perceptions of the three socialization processes of connection, regulation, and autonomy with their parents and teachers, and the relation of these issues to bullying peers. Self-reported data were collected from a representative sample of Norwegian eighth graders (N=2,083, 1,010 boys, and 1,073 girls). Findings partially confirm our hypotheses that we generated from earlier research into general antisocial behavior. For both genders, parent regulation and teacher regulation had a direct impact on bullying behavior. Parent connection and teacher connection also had an impact on bullying behavior, but these effects were indirect and were mediated by regulation and autonomy from parents and teachers. Some of the socialization processes had different impacts on bullying behavior for boys and girls. Parent autonomy and teacher autonomy had impact (although weak) on bullying behavior for boys only. In general, the variables related to the parents were of more importance for bullying behavior than the variables related to the teachers.
本研究考察了学生对与父母和教师之间联系、规则和自主这三种社会化过程的认知，以及这些问题与欺负同伴行为之间的关系。我们从挪威八年级学生的代表性样本（N = 2083，其中1010名男生，1073名女生）中收集了自我报告数据。研究结果部分证实了我们从早期对一般反社会行为的研究中得出的假设。对于男女两性而言，父母的规则和教师的规则对欺负行为有直接影响。父母的联系和教师的联系对欺负行为也有影响，但这些影响是间接的，并且是由来自父母和教师的规则及自主调节的。一些社会化过程对男孩和女孩的欺负行为有不同影响。父母的自主和教师的自主仅对男孩的欺负行为有影响（尽管较弱）。总体而言，与父母相关的变量对欺负行为比与教师相关的变量更为重要。
