童年中期受欺负与问题行为之关系:一项两年纵向研究  

Predictive Relation between Peer Victimization and Behavior Problems:A two-year Longitudinal Study

作　　者：刘俊升[1] 赵燕[1] 

机构地区：[1]上海师范大学心理学系,上海200234

出　　处：《心理科学》2013年第3期632-637,共6页Journal of Psychological Science

基　　金：上海市浦江人才计划(11PJC088);上海市2011年度教育科学研究项目(B11039);上海师范大学校级重点学科项目的资助

摘　　要：采用同伴评价和教师评价对787名小学3年级儿童进行为期两年的追踪研究,通过结构方程模型,考察受欺负与两类问题行为的相互预测关系。结果发现:(1)受欺负与外化问题行为和内化问题行为呈显著正相关。(2)受欺负在两年之间呈现较高的稳定性;而外化问题行为和内化问题行为则表现出较低程度的稳定性。(3)结构方程模型结果表明,三年级时的受欺负可以显著预测五年级时的外化问题行为,而三年级时的外化问题行为不能显著预测五年级时的受欺负;三年级时的内化问题行为可以显著预测五年级时的受欺负,而三年级时的受欺负不能显著预测五年级时的内化问题行为。在受欺负与问题行为的相互预测关系中,内化问题行为更有可能成为受欺负的触发因素,而外化问题行为则更有可能是对受欺负的回应。During the past two decades, a body of research has emerged showing that many children in elementary schools are victim- ized by their peers. And numerous studies have also shown that peer victimization is concurrently associated with a range of adjustment difficulties, including internalizing problems, such as loneliness, school-related fear, anxiety or avoidance, depression, low self-es- teem, and externalizing problems, such as aggression, truancy, and delinquency. However, few attempts have been made to determine their causal ordering in a longitudinal framework, especially among Chinese children. Several longitudinal studies conducted in the Western countries have examined the linkages between peer victimization and behavior problems over time. Some of them found that recurrent peer victimization predicted significant increases in the maladjustment over time, whereas others failed to reveal such linkages. Moreover, given the importance of social and cultural background for children＇s behavior and adjustment, the findings from the research conducted in Western countries cannot be directly applied to Chinese children. The pur- pose of the present study was to explore the possible causal relationship between peer victimization and behavior problems among Chinese children through a two-year longitudinal study. Participants were 733 third grade students in an urban area in China. Data on peer victimization, internalizing problems and externalizing problems were obtained from peer assessments and teacher rating. The data was collected in May of 2008 （ Time 1 ） and May of 2010 （Time 2）. The procedure was the same in both periods. The results indicated that： （1） peer victimization was positively associated with externalizing problem and internalizing problems in both periods. （2） While internalizing problems and externalizing problems showed weak stability, peer victimization maintained high stability across the two years. （ 3 ） Results of the structural equation modeling reveal that peer v

关 键 词：受欺负 外化问题行为 内化问题行为 结构方程模型 

分 类 号：G40[文化科学—教育学原理]