Morgan Paul L, Farkas George, Woods Adrienne D, Wang Yangyang, Hillemeier Marianne M, Oh Yoonkyung
Department of Education Policy Studies, Penn State, University of Texas Health Sciences Center at Houston.
School of Education, University of California, Irvine, University of Texas Health Sciences Center at Houston.
School Ment Health. 2023 Jun;15(2):566-582. doi: 10.1007/s12310-023-09571-4. Epub 2023 Feb 25.
We analyzed a population-representative cohort (=13,611; at kindergarten, first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify kindergarten to second grade factors predictive of being bullies or victims during third to fifth grade. We did so by estimating a block recursive structural equation model (SEM) with three sets of predictors. These were: (a) individual and school socio-demographics; (b) family distress and harsh parenting; and (c) individual behavior and achievement. Relations between each of the included variables and the bullying outcomes were simultaneously estimated within the SEM. Thus, each variable served as a control for estimating the effects of the other variables. We used robust standard errors to account for student clustering within schools. Results indicated that externalizing problem behavior strongly predicted being a bully ([ES] = .56, <.001) and a victim (ES=.29, <.001). We observed a negative relation between being Hispanic and being a victim (ES = -.10, <.001) and a positive relation between being Black and being a bully (ES = .11, <.001). We also observed statistically significant relations between a family's socioeconomic status and being a bully (ES = -.08, <.001) as well as school poverty and being a victim (ES = .07, <.001). The results advance the field's limited understanding of risk and protective factors for bullying perpetration or victimization during elementary school and provide additional empirical support for assisting young children already exhibiting externalizing problem behaviors.
我们分析了一个具有人口代表性的队列（n = 13611；幼儿园、一年级和二年级儿童分别为67.5、79.5和91.5个月龄），以确定幼儿园到二年级期间可预测三至五年级时成为欺凌者或受欺凌者的因素。我们通过估计一个包含三组预测变量的分块递归结构方程模型（SEM）来进行分析。这三组预测变量分别为：（a）个人和学校的社会人口统计学因素；（b）家庭困扰和严厉教养方式；（c）个人行为和学业成绩。在结构方程模型中同时估计了每个纳入变量与欺凌结果之间的关系。因此，每个变量都作为控制变量来估计其他变量的影响。我们使用稳健标准误来处理学校内学生的聚类情况。结果表明，外化问题行为是成为欺凌者（效应量[ES]=0.56，p<0.001）和受欺凌者（效应量ES = 0.29，p<0.001）的有力预测因素。我们观察到西班牙裔身份与成为受欺凌者之间呈负相关（效应量ES = -0.10，p<0.001），而黑人身份与成为欺凌者之间呈正相关（效应量ES = 0.11，p<0.001）。我们还观察到家庭社会经济地位与成为欺凌者之间存在统计学显著关系（效应量ES = -0.08，p<0.001），以及学校贫困与成为受欺凌者之间存在统计学显著关系（效应量ES = 0.07，p<0.001）。这些结果推进了该领域对小学阶段欺凌行为实施或受害的风险和保护因素的有限理解，并为帮助已经表现出外化问题行为的幼儿提供了额外的实证支持。
