University of California at Riverside, CA, USA.
Child Dev. 2011 Jan-Feb;82(1):295-310. doi: 10.1111/j.1467-8624.2010.01556.x.
In the present study, quantitative and qualitative data are presented to examine individual and contextual predictors of bullying and victimization and how they vary by age and gender. Two waves of survey data were collected from 2,678 elementary, middle, and high school youth attending 59 schools. In addition, 14 focus groups were conducted with 115 youth who did not participate in the survey. Changes in both bullying and victimization were predicted across gender and age by low self-esteem and negative school climate, with normative beliefs supporting bullying predicting increases in bullying only. Focus group comments provided insights into the dynamics of bullying, highlighting its connection to emergent sexuality and social identity during adolescence. Findings are discussed in terms of their implications for preventive antibullying interventions in schools.
本研究通过两次问卷调查，收集了来自 59 所学校的 2678 名中小学生的数据，对个体和环境因素预测欺凌和受欺凌的作用及其在年龄和性别上的差异进行了定量和定性分析。此外，研究还对 115 名未参与调查的青少年进行了 14 次焦点小组访谈。研究结果表明，低自尊和消极的学校氛围会导致欺凌和受欺凌行为的变化，而且支持欺凌行为的规范信念只会增加欺凌行为。焦点小组的评论提供了对欺凌动态的深入了解，强调了欺凌行为与青春期出现的性特征和社会认同之间的联系。本研究结果对学校预防欺凌的干预措施具有启示意义。
