Zhang G B, Xu N, Han A Z, Xie G D, Chen L R, Su P Y
Department of Maternal, Child and Adolescent Health, Anhui Provincial Key Laboratory of Population Health and Aristogenics, School of Public Health, Anhui Medical University, Hefei 230032, China.
Zhonghua Liu Xing Bing Xue Za Zhi. 2019 Aug 10;40(8):965-970. doi: 10.3760/cma.j.issn.0254-6450.2019.08.017.
To explore the effects of precollege peer bullying at different stages, on quality of life (QOL) among college students. A stratified cluster sampling method was used to select participants in October, 2018. Cluster sampling method was adopted to recruit a sample of 4 034 college students from four universities in Hefei city, Anhui province. Relations between peer bullying at different stages before entering college, and the quality of life, were investigated. test and analysis of variance were used to compare the differences of QOL in different groups. Multiple linear regression models were used to assess the associations between various types of peer bullying at different stages and the QOL at precollege days. Among all the 4 034 college students under study, mean scores of the 4 dimensions of QOL appeared as physical (12.61±2.02), psychological (14.09±2.62), social relationship (13.72±2.71) and environment (13.77±2.46), respectively. After adjusting the confounding factors, data from multiple linear regression showed that, factors as verbal bullying victimization during primary school (=-0.21)/secondary school (=-0.27)/or at both periods (=-0.56), relational (=-0.21) and physical (=-0.38) bullying victimization in secondary school, and physical bullying victimization in both periods (=-0.67) were negatively correlated with the physical dimension of QOL. Verbal bullying victimization in both periods (=-0.41) and relational bullying victimization in secondary school (=-0.42) were negatively correlated with psychological dimension of QOL. Factors as relational (=-0.32) and physical (=-0.51) bullying victimization in secondary school, physical/cyber bullying victimization in both periods (=-0.57) were negatively correlated with the social dimension of QOL. Verbal bullying victimization during primary school (=-0.20) and both periods (=-0.46), relational bullying perpetration during primary school (=-0.35) or at both periods (=-0.90) were negatively correlated with the environmental dimension of QOL (All <0.05). Index related to bullying victimization (=-0.33, -0.36, -0.30, -0.33) and bullying perpetration =-0.28, -0.31, -0.23, -0.28) were both negatively correlated to all the 4 dimensions (physical, psychological, social relationship and environment) of QOL (<0.001). Various forms of peer bullying experiences occurring before college, were associated with the decreased scores of QOL in different domains, among the university students. Programs on prevention and control of peer bullying in different stages before college days seemed important thus should be strengthened.
为探讨大学前不同阶段同伴欺凌对大学生生活质量的影响。2018年10月采用分层整群抽样方法选取研究对象。采用整群抽样方法从安徽省合肥市四所大学招募了4034名大学生作为样本。调查了大学入学前不同阶段的同伴欺凌与生活质量之间的关系。采用t检验和方差分析比较不同组生活质量的差异。使用多元线性回归模型评估不同阶段各种类型的同伴欺凌与大学前生活质量之间的关联。在所有4034名被研究的大学生中，生活质量4个维度的平均得分分别为生理维度（12.61±2.02）、心理维度（14.09±2.62）、社会关系维度（13.72±2.71）和环境维度（13.77±2.46）。在调整混杂因素后，多元线性回归数据显示，小学阶段言语欺凌受害（=-0.21）/中学阶段（=-0.27）/或两个阶段均有（=-0.56）、中学阶段关系欺凌（=-0.21）和身体欺凌（=-0.38）受害以及两个阶段均有身体欺凌受害（=-0.67）与生活质量的生理维度呈负相关。两个阶段的言语欺凌受害（=-0.41）和中学阶段的关系欺凌受害（=-0.42）与生活质量的心理维度呈负相关。中学阶段的关系欺凌（=-0.32）和身体欺凌（=-0.51）受害、两个阶段的身体/网络欺凌受害（=-0.57）与生活质量的社会维度呈负相关。小学阶段（=-0.20）和两个阶段（=-0.46）的言语欺凌受害、小学阶段（=-0.35）或两个阶段均有（=-0.90）的关系欺凌实施与生活质量的环境维度呈负相关（均P<0.05）。与欺凌受害相关的指标（=-0.33、-0.36、-0.30、-0.33）和欺凌实施指标（=-0.28、-0.31、-0.23、-0.28）均与生活质量的所有4个维度（生理、心理、社会关系和环境）呈负相关（P<0.001）。大学前发生的各种形式的同伴欺凌经历与大学生不同领域生活质量得分降低有关。因此，加强大学前不同阶段同伴欺凌的防控工作显得尤为重要。
