) 中山大学心理学系, 广州 510275
收稿日期:2018-04-26出版日期:2019-08-25发布日期:2019-06-24通讯作者:周晖E-mail:edszh@mail.sysu.edu.cn基金资助:* 高校基本科研业务费青年教师重点培育项目资助(17wkzd18)Classroom bullying norms and bullying behavior:The mediating role of fear induced by group identity and peer pressure
ZENG Xinran, WANG Yue, DING Junhao, ZHOU Hui() Department of Psychology, Sun Yat-sen University, Guangzhou 510275, China
Received:2018-04-26Online:2019-08-25Published:2019-06-24Contact:ZHOU Hui E-mail:edszh@mail.sysu.edu.cn摘要/Abstract
摘要： 本文通过两个研究探讨了群体因素中的班级欺凌规范如何通过同辈压力、群体害怕影响欺凌行为的发生。研究1为实验研究, 被试为186名小学高年级学生(Mage = 11.36 ± 0.99岁)。结果表明在不同情境(欺凌/非欺凌)的启动下, 各变量得分均具有显著差异; 进一步分析仅发现同辈压力的中介作用边缘显著。研究2为相关研究, 943名小学高年级及初二学生(Mage = 12.00 ± 1.32岁)填写班级欺凌规范、同辈压力和欺凌行为问卷。HLM分析显示同辈压力在班级欺凌规范与欺凌行为起显著中介作用。
图/表 6
表1各变量的描述性数据 (N = 186)
| 变量 | M ± SD | 相关 | |||
|---|---|---|---|---|---|
| 欺凌规范组 | 非欺凌规范组 | 1 | 2 | 3 | |
| 1. 群体害怕 | 5.39 ± 2.51 | 3.64 ± 2.00 | 1 | ||
| 2. 同辈压力 | 4.00 ± 1.89 | 3.42 ± 1.70 | 0.39** | 1 | |
| 3. 欺凌行为 | 3.07 ± 1.59 | 2.67 ± 1.12 | 0.38** | 0.15* | 1 |
表1各变量的描述性数据 (N = 186)
| 变量 | M ± SD | 相关 | |||
|---|---|---|---|---|---|
| 欺凌规范组 | 非欺凌规范组 | 1 | 2 | 3 | |
| 1. 群体害怕 | 5.39 ± 2.51 | 3.64 ± 2.00 | 1 | ||
| 2. 同辈压力 | 4.00 ± 1.89 | 3.42 ± 1.70 | 0.39** | 1 | |
| 3. 欺凌行为 | 3.07 ± 1.59 | 2.67 ± 1.12 | 0.38** | 0.15* | 1 |
图1同辈压力与群体害怕的中介作用(研究1) 注：*p < 0.05, ***p < 0.001
图1同辈压力与群体害怕的中介作用(研究1) 注：*p < 0.05, ***p < 0.001
图2研究模型
图2研究模型表2被试信息分布表
| 被试 | 人数(百分比) | 班级数量 |
|---|---|---|
| 四年级 | 277人(29.4%) | 7 |
| 五年级 | 109人(11.6%) | 4 |
| 六年级 | 139人(14.7%) | 4 |
| 初二 | 413人(43.8%) | 8 |
| 年级缺失值 | 5人(0.5%) | — |
| 总计 | 943人 | 23 |
表2被试信息分布表
| 被试 | 人数(百分比) | 班级数量 |
|---|---|---|
| 四年级 | 277人(29.4%) | 7 |
| 五年级 | 109人(11.6%) | 4 |
| 六年级 | 139人(14.7%) | 4 |
| 初二 | 413人(43.8%) | 8 |
| 年级缺失值 | 5人(0.5%) | — |
| 总计 | 943人 | 23 |
表3各变量的描述性数据 (N = 943)
| 变量 | M ± SD | 相关 | ||||
|---|---|---|---|---|---|---|
| 男生 | 女生 | 总样本 | 1 | 3 | 4 | |
| 1. 班级欺凌规范 | 12.46 ± 5.29 | 12.30 ± 5.81 | 12.39 ± 5.52 | 1 | ||
| 2. 同辈压力 | 10.96 ± 4.09 | 10.57 ± 4.03 | 10.87 ± 4.07 | 0.24** | 1 | |
| 3. 欺凌行为 | 6.59 ± 1.96 | 6.01 ± 1.62 | 6.35 ± 1.85 | 0.27** | 0.35** | 1 |
表3各变量的描述性数据 (N = 943)
| 变量 | M ± SD | 相关 | ||||
|---|---|---|---|---|---|---|
| 男生 | 女生 | 总样本 | 1 | 3 | 4 | |
| 1. 班级欺凌规范 | 12.46 ± 5.29 | 12.30 ± 5.81 | 12.39 ± 5.52 | 1 | ||
| 2. 同辈压力 | 10.96 ± 4.09 | 10.57 ± 4.03 | 10.87 ± 4.07 | 0.24** | 1 | |
| 3. 欺凌行为 | 6.59 ± 1.96 | 6.01 ± 1.62 | 6.35 ± 1.85 | 0.27** | 0.35** | 1 |
表4同辈压力中介作用的多层线性模型分析结果
| 变量 | 欺凌行为 | 同辈压力 | |||||
|---|---|---|---|---|---|---|---|
| 零模型 | 模型1 | 模型2 | 模型3 | 模型4 | 模型5 | 模型6 | |
| 截距 | 6.38*** | 5.57*** | 3.60*** | 5.57*** | 4.60*** | 7.33*** | 7.32*** |
| 个体层面： | |||||||
| 性别 | -0.56*** | -0.52*** | -0.55*** | -0.51*** | |||
| 个人感知欺凌规范 | 0.07*** | 0.05*** | 0.13*** | ||||
| 同辈压力 | 0.11*** | 0.12*** | |||||
| 班级层面： | |||||||
| 实际班级欺凌规范 | 0.13*** | 0.05 | 0.13*** | 0.09** | 0.30* | 0.30* | |
| 同辈压力 | 0.26* | ||||||
| 组内方差(σ2) | 2.94 | 2.72 | 2.56 | 2.84 | 2.62 | 14.41 | 14.82 |
| 组间方差(τ) | 0.45 | 0.31 | 0.21 | 0.30 | 0.23 | 1.23 | 1.21 |
| R2 | — | 0.31 | 0.53 | 0.33 | 0.49 | — | — |
| 模型误差 | 3716.82 | 3420.15 | 3367.81 | 3447.95 | 3383.36 | 5202.02 | 5224.81 |
表4同辈压力中介作用的多层线性模型分析结果
| 变量 | 欺凌行为 | 同辈压力 | |||||
|---|---|---|---|---|---|---|---|
| 零模型 | 模型1 | 模型2 | 模型3 | 模型4 | 模型5 | 模型6 | |
| 截距 | 6.38*** | 5.57*** | 3.60*** | 5.57*** | 4.60*** | 7.33*** | 7.32*** |
| 个体层面： | |||||||
| 性别 | -0.56*** | -0.52*** | -0.55*** | -0.51*** | |||
| 个人感知欺凌规范 | 0.07*** | 0.05*** | 0.13*** | ||||
| 同辈压力 | 0.11*** | 0.12*** | |||||
| 班级层面： | |||||||
| 实际班级欺凌规范 | 0.13*** | 0.05 | 0.13*** | 0.09** | 0.30* | 0.30* | |
| 同辈压力 | 0.26* | ||||||
| 组内方差(σ2) | 2.94 | 2.72 | 2.56 | 2.84 | 2.62 | 14.41 | 14.82 |
| 组间方差(τ) | 0.45 | 0.31 | 0.21 | 0.30 | 0.23 | 1.23 | 1.21 |
| R2 | — | 0.31 | 0.53 | 0.33 | 0.49 | — | — |
| 模型误差 | 3716.82 | 3420.15 | 3367.81 | 3447.95 | 3383.36 | 5202.02 | 5224.81 |
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