Delgado B, Martinez-Monteagudo M C, Ruiz-Esteban C, Rubio E
Department of Developmental Psychology and Didactic, Faculty of Education, University of Alicante, Alicante, Spain.
Department of Developmental Psychology and Education, Faculty of Psychology, University of Murcia, Murcia, Spain.
Front Psychol. 2019 Aug 16;10:1916. doi: 10.3389/fpsyg.2019.01916. eCollection 2019.
Cyberbullying is a common relational problem having negative repercussions on the academic performance of adolescents. Numerous questions remain to be answered with regard to the relationship between cyberbullying and school refusal behavior. This study examines school refusal profiles (measured by School Refusal Assessment Scale-Revised) and assesses whether these profiles vary with respect to the level of victimization, aggression, aggression-victimization, and observation of cyberbullying (measured with the Screening of Harassment among Peers). The sample consisted of 1,102 Spanish high school students, aged 12-18 ( = 14.30, SD = 1.71). Latent class analysis revealed three school refusal behavior profiles: non-school refusal behavior, school refusal behavior by negative reinforcements (oriented to the avoidance of social evaluation and negative affectivity in school situations), and school refusal behavior by positive reinforcements (oriented to obtaining the attention of others with significant or tangible reinforcements). The ANOVA found statistically significant differences for all cyberbullying behaviors. Students with school refusal by negative reinforcements had significantly higher mean scores as compared to the other profiles in victimization, aggression, aggression-victimization, and observation behaviors, while the levels of cyberbullying were similar between students without school refusal and students with school refusal behavior by positive reinforcements. These findings underscore the need to consider priority interventions to prevent cyberbullying in children who refuse school for the purpose of avoiding situations of anxiety and negative emotions.
网络欺凌是一个常见的人际关系问题，会对青少年的学业成绩产生负面影响。关于网络欺凌与拒学行为之间的关系，仍有许多问题有待解答。本研究考察了拒学类型（通过修订后的拒学评估量表进行测量），并评估这些类型在受欺凌程度、攻击行为、攻击-受欺凌行为以及网络欺凌观察情况（通过同伴间骚扰筛查进行测量）方面是否存在差异。样本包括1102名12至18岁的西班牙高中生（平均年龄=14.30，标准差=1.71）。潜在类别分析揭示了三种拒学行为类型：非拒学行为、通过负面强化产生的拒学行为（旨在避免学校情境中的社会评价和负面情感）以及通过正面强化产生的拒学行为（旨在通过显著或切实的强化来获得他人的关注）。方差分析发现，所有网络欺凌行为均存在统计学上的显著差异。与其他类型相比，因负面强化而拒学的学生在受欺凌、攻击、攻击-受欺凌以及观察行为方面的平均得分显著更高，而无拒学行为的学生与因正面强化而拒学的学生的网络欺凌水平相似。这些发现强调，有必要考虑针对为避免焦虑和负面情绪情境而拒学的儿童采取优先干预措施，以预防网络欺凌。
