journal1 ›› 2019, Vol. 27 ›› Issue (9): 1002-1004.DOI: 10.11852/zgetbjzz2018-1158

Previous Articles     Next Articles

Study on the relationship among school life satisfaction,social anxiety,self-esteem and bullying behavior of rural left-behind children

YAN Hu1, CHEN Jin-dong2, HE Ling3, FENG Ke-xin3   

  1. 1 Mental Health School of Wenzhou Medical University,Wenzhou,Zhejiang 325035,China;
    2 Mental Health Institute of the Second Xiangya Hospital,Central South University,Changsha,Hunan 410011,China;
    3 Hunan Red Balloon Juvenile Mental Health Service Center,Changsha,Hunan 410011,China
  • Received:2018-11-23 Online:2019-09-10 Published:2019-09-10

农村留守儿童学校生活满意度、自尊与校园欺凌行为的关系

严虎1 , 陈晋东2, 何玲3, 封珂欣3   

  1. 1 温州医科大学精神医学学院,浙江 温州 325035;
    2 中南大学湘雅二医院精神卫生研究所,湖南 长沙 410011;
    3 湖南省红气球未成年人心理健康服务中心,湖南 长沙 410011
  • 作者简介:严虎(1983-),男,湖南人,教师,助理研究员,医学博士,主要研究方向为绘画心理学

Abstract: Objective To understand the current situation of bullying behavior in rural left-behind children,and to analyze the relationship among school life satisfaction,self-esteem and bullying behavior. Methods A total of 605 pupils in grade 5 from 6 primary schools in rural area of Hunan,Henan,Liaoning and Guangxi provinces were selected as participants by cluster random sampling,including 273 children left-behind and 332 non-left-behind children.School Life Satisfaction Questionnaire,Self-esteem Scale,Campus Bullying Questionnaire were used to measure children′s school life experience,self-esteem and bullying experience. Results Left-behind children suffered from more school bullying behaviors than non-left-behind children (t=2.90,P<0.01).Bullying behavior and being bullied experience in school were negatively correlated with school life satisfaction (r=-0.296,-0.219, P<0.01).And there was significantly positive correlation between self-esteem and school life satisfaction (r=0.388, P<0.01).Self-esteem played a partial mediating role between school life satisfaction and bullying behavior in campus (β=-0.25, P<0.05). Conclusions Left-behind children suffer more school bullying behaviors than non-left-behind children.So harmonious campus environment is expected to be created for children in schools,in order to improve life satisfaction of left-behind children.At the same time,psychological health education is suggested to be conducted,thereby reducing the occurrence of bullying on campus.

Key words: left-behind children, life satisfaction, school bullying, self-esteem

摘要: 目的 研究农村留守儿童校园欺凌行为的现状以及学校生活满意度、自尊与校园欺凌行为的关系,为关注留守儿童心理健康提供依据。方法 2017年8月-2018年1月采取整群随机抽样的方法,从湖南、河南、辽宁、广西四省6所农村学校共抽取605名小学5年级学生作为研究对象,其中留守儿童273名,非留守儿童332名,采用学校生活满意度问卷、自尊量表、校园欺凌问卷进行测量。结果 留守儿童比非留守儿童遭受了更多的校园欺凌行为(t=2.90,P<0.01);校园欺凌行为和受欺凌行为均与学校生活满意度呈显著负相关(r=-0.296,-0.219,P<0.01);自尊与学校生活满意度呈显著正相关(r=0.388,P<0.01);自尊在学校生活满意度与校园受欺凌行为之间起部分中介作用(β=-0.25,P<0.05)。结论 留守儿童比非留守儿童遭受更多的校园欺凌行为,学校方面应尽量为儿童创造和谐的校园环境,提高留守儿童的生活满意度,同时通过开展心理活动健康教育,减少校园欺凌行为的发生。

关键词: 留守儿童, 生活满意度, 校园欺凌, 自尊

CLC Number: