Zhou Zhuang, Zhou Xiaogang, Shen Gang, Khairani Ahmad Zamri, Saibon Jamalsafri
School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.
School of Physical Education, Changzhou University, Changzhou, People's Republic of China.
Psychol Res Behav Manag. 2023 Dec 15;16:5041-5051. doi: 10.2147/PRBM.S441619. eCollection 2023.
BACKGROUND AND OBJECTIVE: Bullying is notably prevalent among children and adolescents, especially within the context of physical education (PE) environments. Understanding the underlying factors that trigger bullying behavior is essential in designing strategies to prevent bullying and formulating more effective interventions in PE. There is a lack of integrated findings regarding the wide range of correlates of bullying behavior among children and adolescents within the PE context. Therefore, this systematic review aimed to synthesize the correlates of bullying behavior among children and adolescents within the context of PE. METHODS: We conducted a systematic search across four databases (EBSCOhost, PubMed, Scopus, Web of Science) for relevant studies published before August 2023. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. RESULTS: A total of 23 articles met the inclusion criteria. It is found that demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors emerged as six prominent influential factors affecting adolescent bullying behavior. Specifically, demographic factors mainly encompassed age and gender; physical movement factors primarily include physical activity, sedentary behavior, physical exercise, and sports competence; physical appearance factors primarily include being overweight, too thin, too tall, or too short; psycho-cognitive factors chiefly involved cognitive empathy, motivation, enjoyment of physical activity; teacher-related factors primarily comprised activity choices, teachers competence, controlling style, autonomy support; and contextual factors primarily cover desolate climate, perceived caring climate, strong sense of competition and winning setting. CONCLUSION: The results indicate that bullying is a complex and multifaced behavior primarily determined by demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors. Future studies need to enhance the diversity of research samples and comparative studies on the factors influencing bullying behavior among children and adolescents in different countries. Additionally, a more extensive range of intervention studies addressing bullying behavior among children and adolescents is warranted.
背景与目的：欺凌现象在儿童和青少年中尤为普遍，尤其是在体育教育（PE）环境中。了解引发欺凌行为的潜在因素对于设计预防欺凌的策略以及在体育教育中制定更有效的干预措施至关重要。目前缺乏关于体育教育背景下儿童和青少年欺凌行为广泛相关因素的综合研究结果。因此，本系统综述旨在综合体育教育背景下儿童和青少年欺凌行为的相关因素。 方法：我们在四个数据库（EBSCOhost、PubMed、Scopus、Web of Science）中进行了系统检索，以查找2023年8月之前发表的相关研究。两名评审员独立审查文章，评估其方法学质量，并进行数据提取。 结果：共有23篇文章符合纳入标准。研究发现，人口统计学、身体活动、外貌、心理认知、教师相关和环境因素成为影响青少年欺凌行为的六个突出影响因素。具体而言，人口统计学因素主要包括年龄和性别；身体活动因素主要包括体育活动、久坐行为、体育锻炼和运动能力；外貌因素主要包括超重、过瘦、过高或过矮；心理认知因素主要涉及认知同理心、动机、对体育活动的享受；教师相关因素主要包括活动选择、教师能力、控制方式、自主支持；环境因素主要包括荒凉的气候、感知到的关怀氛围、强烈的竞争意识和获胜环境。 结论：结果表明，欺凌是一种复杂且多面的行为，主要由人口统计学、身体活动、外貌、心理认知、教师相关和环境因素决定。未来的研究需要提高研究样本的多样性，并加强对不同国家儿童和青少年欺凌行为影响因素的比较研究。此外，有必要开展更广泛的针对儿童和青少年欺凌行为的干预研究。
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