学校氛围对西部农村学生校园欺凌的影响机制研究--一项有中介的调节模型  

The Effect Mechanism of School Climate on School Bullying among Students in Rural Western China:A Moderated Mediation Model

作　　者：杨传利 青晨 毛亚庆[2] 何二林 YANG Chuanli;QING Chen;MAO Yaqing;HE Erlin(School of Education Science,Nanning Normal University,Nanning 530001,China;Faculty of Education,Beijing Normal University,Beijing 100875,China;College of International Education,Shanghai University,Shanghai 200444,China)

机构地区：[1]南宁师范大学教育科学学院,南宁530001 [2]北京师范大学教育学部,北京100875 [3]上海大学国际教育学院,上海200444

出　　处：《教育学报》2024年第5期167-182,共16页Journal of Educational Studies

基　　金：全国教育科学规划课题西部项目“基于SEL统合模式的西部脱贫地区中小学生幸福感提升策略研究”(XHA200286)。

摘　　要：通过对广西5040名农村中小学生进行问卷调查发现:相较于非留守儿童,留守儿童遭受更多校园欺凌、具有更低社会情感能力发展水平和更消极的学校氛围认知与感受;学生社会情感能力对校园欺凌具有稳定负向预测作用,成为防治校园欺凌的重要保护性因素;学校氛围各维度对直接防治校园欺凌具有“双刃性”,其中,师生情感和同伴关系对校园欺凌具有稳定的保护性作用,而物质环境和外部环境表现出风险性特征;学生社会情感能力在师生情感、同伴关系与校园欺凌之间发挥部分中介作用,而在物质环境、外部环境和校园欺凌之间具有遮掩效应;留守情况对学校氛围各维度与校园欺凌的关系具有调节作用,表现为学校氛围各维度对留守儿童社会情感能力的促进作用显著小于非留守儿童,进而容易导致留守儿童比非留守儿童遭受更多校园欺凌。对此,各教育主体应该重视西部农村学生尤其是留守儿童的校园欺凌问题,营造支持性教育氛围并构建闭环的社会支持链,充分发挥学生社会情感能力的防治功效,切实保护每个学生免遭校园欺凌。A questionnaire survey was conducted among 5040 rural primary and secondary school students in Guangxi.Results show that:(1)compared with non left-behind children,left-behind children suffer more school bullying,have lower social and emotional competence development level and more negative school climate cognition and feelings.(2)Social and emotional competence has a stable negative predictive effect on school bullying,and becomes an important protective factor in preventing school bullying.(3)School climate has a two-sided effect on the direct prevention and treatment of school bullying.Among them,teacher-student emotion relationship and peer relationship have a stable protective effect on school bullying,while the physical environment and external environment show risk characteristics.(4)Social and emotional competence plays a partial mediating role between teacher-student emotion relationship,peer relationship and school bullying,while it has a suppressing effect between physical environment,external environment and school bullying.(5)The left-behind situation has a moderating effect on the relationship between school climate and school bullying,i.e.the promotion effect of school climate on social emotional competence of left-behind children is significantly less than that of non left-behind children,which leads to left-behind children suffering more school bullying than non left-behind children.Therefore,educators should pay attention to the problem of school bullying of students in western rural areas,especially the left-behind children,form a closed-loop social support chain and create a supportive education atmosphere,give full play to the prevention and treatment effect of social emotional competence,and effectively protect each student from school bullying.

关 键 词：西部农村 校园欺凌 学校氛围 社会情感能力 留守儿童 

分 类 号：G459[文化科学—教育学]