Northern Illinois University, DeKalb, IL, United States of America.
Northern Illinois University, DeKalb, IL, United States of America.
J Sch Psychol. 2020 Feb;78:115-132. doi: 10.1016/j.jsp.2020.01.002. Epub 2020 Feb 21.
Using a stigma-based bullying framework, the current study investigated how (a) disability status was related to bullying-related behaviors when controlling for gender, grade level, and free or reduced lunch status; (b) gender, grade level, and free or reduced lunch status moderated the associations of disability status with bullying-related behaviors; and (c) classification in specific disability categories was associated with bullying-related behaviors with a sample of 10,483 students (47.8% female) in elementary, middle, and high school. School records data were collected on grade level, gender, free or reduced lunch price status, disability status, and disability category. Students completed the Bullying Participant Behaviors Questionnaire (BPBQ), rating five types of bully role behaviors (bullying behavior, assistant behavior, victimization, defending behavior, and outsider behavior). Findings indicated that having a disability was associated with increased victimization, assisting, and defending behavior. Furthermore, disability status interacted in meaningful ways with several demographic factors: (a) females with a disability reported more victimization and reported engaging in more outsider behaviors than females without a disability, (b) elementary students with a disability reported more assisting and less defending behaviors than those without a disability, (c) high school students with a disability reported less bullying and assisting behaviors and more defending behaviors than those without a disability, and (d) students with a disability from low socioeconomic backgrounds reported more bullying and outsider behaviors than students not from lower socioeconomic family backgrounds. When comparing students from specific disability categories to those with no disability, students with an emotional disability reported more assisting, victimization, and outsider behaviors; students with other health impairment reported more assisting, victimization, and defending; students with autism reported less defending and outsider behaviors; and students with a learning disability reported more defending behavior. Exploratory analyses of the effects of school-level factors found that school size (enrollment) was positively related to prevalence of assisting and outsider behavior. The percentage of low-income students in a school was positively associated with the extent of victimization and defending behaviors reported, but negatively associated with the extent of outsider behaviors reported.
本研究采用基于污名的欺凌框架，调查了在控制性别、年级和免费或减价午餐状况的情况下，（a）残疾状况与欺凌相关行为之间的关系；（b）性别、年级和免费或减价午餐状况对残疾状况与欺凌相关行为之间关系的调节作用；（c）在包括小学、初中和高中在内的 10483 名学生样本中，特定残疾类别的分类与欺凌相关行为的关系。学校记录了年级、性别、免费或减价午餐价格状况、残疾状况和残疾类别。学生完成了欺凌参与者行为问卷（BPBQ），对五种欺凌角色行为（欺凌行为、协助行为、受欺凌行为、保护行为和局外行为）进行了评分。研究结果表明，残疾与受欺凌、协助和保护行为增加有关。此外，残疾状况与几个人口统计学因素以有意义的方式相互作用：（a）残疾女性比无残疾女性报告更多的受欺凌和局外行为，（b）残疾小学生比无残疾小学生报告更多的协助和较少的保护行为，（c）残疾高中生比无残疾高中生报告较少的欺凌和协助行为以及更多的保护行为，以及（d）来自低社会经济背景的残疾学生比来自低社会经济家庭背景的学生报告更多的欺凌和局外行为。将有特殊需要的学生与无特殊需要的学生进行比较时，患有情绪障碍的学生报告更多的协助、受欺凌和局外行为；患有其他健康障碍的学生报告更多的协助、受欺凌和保护行为；患有自闭症的学生报告较少的保护和局外行为；患有学习障碍的学生报告更多的保护行为。对学校层面因素影响的探索性分析发现，学校规模（入学人数）与协助和局外行为的发生率呈正相关。学校低收入学生的比例与报告的受欺凌和保护行为的程度呈正相关，但与报告的局外行为的程度呈负相关。
