Bradshaw Catherine P, Sawyer Anne L, O'Brennan Lindsey M
Department of Mental Health, Johns Hopkins Center for the Prevention of Youth Violence, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway, Baltimore, MD 21205, USA.
Am J Community Psychol. 2009 Jun;43(3-4):204-20. doi: 10.1007/s10464-009-9240-1.
Social disorganization theory suggests that certain school-level indicators of disorder may be important predictors of bullying-related attitudes and behaviors. Multilevel analyses were conducted on bullying-related attitudes and experiences among 22,178 students in 95 elementary and middle schools. The intraclass correlation coefficients indicated that 0.6-2% of the variance in victimization, 5-10% of the variance in retaliatory attitudes, 5-6% of the variance in perceptions of safety, and 0.9% of the variance in perpetration of bullying was associated with the clustering of students within schools. Although the specific associations varied somewhat for elementary schools as compared to middle schools, the hierarchical linear modeling analyses generally suggested that school-level indicators of disorder (e.g., student-teacher ratio, concentration of student poverty, suspension rate, and student mobility) were significant predictors of bullying-related attitudes and experiences. Student-level characteristics (i.e., sex, ethnicity, status in school) were also relevant to students' retaliatory attitudes, perceptions of safety, and involvement in bullying. Implications for school-based research and violence prevention are provided.
社会失序理论表明，某些学校层面的失序指标可能是欺凌相关态度和行为的重要预测因素。对95所中小学的22178名学生的欺凌相关态度和经历进行了多层次分析。组内相关系数表明，受害情况差异的0.6 - 2%、报复性态度差异的5 - 10%、安全感认知差异的5 - 6%以及欺凌行为差异的0.9%与学校内学生的聚集情况有关。尽管与中学相比，小学的具体关联有所不同，但分层线性建模分析总体表明，学校层面的失序指标（如师生比例、学生贫困集中度、停学率和学生流动率）是欺凌相关态度和经历的重要预测因素。学生层面的特征（即性别、种族、在校身份）也与学生的报复性态度、安全感认知以及参与欺凌行为有关。文章还提供了对基于学校的研究和暴力预防的启示。
