Bauman Sheri, Pero Heather
Department of Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, AZ 85721, USA.
J Deaf Stud Deaf Educ. 2011 Spring;16(2):236-53. doi: 10.1093/deafed/enq043. Epub 2010 Sep 20.
A questionnaire on bullying and cyberbullying was administered to 30 secondary students (Grades 7-12) in a charter school for the Deaf and hard of hearing and a matched group of 22 hearing students in a charter secondary school on the same campus. Because the sample size was small and distributions non-normal, results are primarily descriptive and correlational. No significant differences by hearing status were detected in rates of conventional or cyberbullying or both forms of victimization. Cyberbullying and cybervictimization were strongly correlated, as were conventional bullying and victimization. Moral disengagement was positively correlated only with conventional bullying. Implications for practice and future research are discussed.
一份关于欺凌和网络欺凌的问卷被发放给一所聋人和重听学生特许学校的30名中学生（7至12年级），以及同一校园内一所特许中学的22名听力正常学生组成的匹配组。由于样本量小且分布非正态，结果主要是描述性和相关性的。在传统欺凌或网络欺凌的发生率或两种形式的受害率方面，未发现听力状况有显著差异。网络欺凌和网络受害之间密切相关，传统欺凌和受害之间也是如此。道德推脱仅与传统欺凌呈正相关。文中讨论了对实践和未来研究的启示。
