Rigby K, Cox I, Black G
Faculty of Humanities and Social Science, University of South Australia, Underdale, Australia.
J Soc Psychol. 1997 Jun;137(3):357-68. doi: 10.1080/00224549709595446.
The relationship was examined between the self-reported cooperativeness of Australian secondary-school students and their involvement in peer abuse at school, both as bullies and as victims. An 18-item Likert-type measure, the Cooperativeness Scale, was developed, and its reliability and concurrent validity were supported by the results of its application to two samples of Australian students (N = 176 and N = 763, respectively) attending different coeducational secondary schools, the first in a predominantly middle-class area and the second in a lower class socioeconomic area. At both schools, girls scored higher in cooperativeness than boys. Students at the second school also anonymously completed multiple measures of the extent of their involvement during the current year in bullying, victimization, or both. As predicted, correlations and multiple regression analyses supported the hypothesis that relatively low levels of cooperativeness were characteristic, not only of both boys and girls who engaged in bullying, but also, to a lesser extent, of those who were frequently victimized by their peers at school.
研究了澳大利亚中学生自我报告的合作性与其在学校参与同伴间虐待行为（包括欺凌他人和成为受害者）之间的关系。开发了一个包含18个条目的李克特式量表——合作性量表，并将其应用于两所不同男女同校中学的澳大利亚学生样本（分别为N = 176和N = 763），结果支持了该量表的信度和同时效度。第一所学校位于一个以中产阶级为主的地区，第二所学校位于社会经济地位较低的地区。在两所学校中，女生在合作性方面的得分均高于男生。第二所学校的学生还匿名完成了多项关于他们在当年参与欺凌、受欺负或两者兼有的程度的测量。正如预测的那样，相关性和多元回归分析支持了以下假设：不仅参与欺凌的男生和女生具有相对较低的合作性特征，而且在学校经常被同伴欺负的学生在一定程度上也具有这一特征。
