Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study.
Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study.
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中国农村留守儿童的欺凌受害情况与生活满意度：横断面研究。
DOI：
10.3389/fped.2021.671543
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发表时间：
2021
影响因子：
2.6
通讯作者：
Baker JS
中科院分区：
文献类型：
--
作者：
Yang Y;Zheng C;Xie M;Yuan S;Zeng Y;Zhou M;Huang S;Zhu Y;Ye X;Zou Z;Wang Y;Baker JS
目的：本研究旨在探讨小学生欺负行为与生活满意度之间的关系，以及留守状态与欺负行为对生活满意度的交互影响。材料与方法：采用修订后的Olweus欺负/受害者问卷中文版测量欺负受害情况。生活满意度采用多维学生生活满意度量表（MSLSS）进行评估。生活满意度由家庭、学校、朋友、环境和自我满意度五个方面组成。农村留守儿童是指父母一方或双方进城务工的儿童。采用Mann-Whitney U检验、卡方检验、多元线性和逻辑回归分析对数据进行分析。结果如下：共调查了810名小学生，其中8.5%的学生报告遭受过欺凌，44.3%的学生是留守儿童。我们发现，欺负受害与生活满意度的所有领域呈负相关（所有p < 0.05）。通过进一步的留守地位分层分析，我们发现，欺凌受害与朋友满意度之间的负相关在LBC组比在非LBC组更深刻[B（SE）=-0.133（0.03）vs.-0.061（0.026），分别为LBC和非LBC，p < 0.05]。当进一步的互动分析进行，我们发现留守地位和欺负受害的朋友满意度之间的交互作用（pinteraction = 0.048）。受欺负与留守状态对学校满意度的交互作用效果相似（pinteraction = 0.004）。结论：欺负受害与低生活满意度（包括较低的家庭，朋友，学校，自我和环境满意度）。留守状态与受欺负对朋友满意度、学校满意度有显著的交互作用。留守儿童可能会夸大欺负受害对朋友/学校满意度的影响。
Objectives: This study aimed to evaluate the associations between bullying victimization and life satisfaction in primary school children and also investigate the interactive effects of left-behind status and bullying victimization on life satisfaction. Materials and Methods: Bullying victimization was measured using the Chinese version of the revised Olweus Bully/Victim Questionnaire. Life satisfaction was assessed using the Multidimensional Students' Life Satisfaction Scale (MSLSS). Life satisfaction is composed of five domains, namely, family, school, friends, environment, and self-satisfaction. Left-behind status of rural children was defined as one or both their parents migrating to working in cities. The data were analyzed using Mann–Whitney U tests, Chi-square tests, and multivariate linear and logistic regression analyses. Results: A total of 810 primary school children were involved, of which 8.5% reported bullying victimization, and 44.3% were left-behind children (LBC). We found that bullying victimization was negatively associated with all domains of life satisfaction (all p < 0.05). With further left-behind status-stratified analysis, we found that negative association between bullying victimization and friend satisfaction was more profound in the LBC group than in the non-LBC group [b(SE)= −0.133 (0.03) vs. −0.061 (0.026) for LBC and non-LBC, respectively, p < 0.05]. When further interaction analysis was conducted, we identified interaction effects between left-behind status and bullying victimization on friend satisfaction (pinteraction = 0.048). Similar interaction effect between bullying victimization and left-behind status on school satisfaction was also found (pinteraction = 0.004). Conclusions: Bullying victimization was associated with low life satisfaction (including lower family, friends, school, self, and environment satisfaction). There were significant interactions between left-behind status and bullying victimization on friend satisfaction, as well as school satisfaction. Left-behind status of children may exaggerate the impact of bullying victimization on friends/school satisfaction rating.
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影响因子：
4.9
作者：
Henry, Kimberly L.;Lovegrove, Peter J.;Tomazic, Rocco G.
通讯作者：
Tomazic, Rocco G.
影响因子：
6.6
作者：
Han, Ziqiang;Fu, Mingqi;Guo, Jing
通讯作者：
Guo, Jing
影响因子：
120.7
作者：
Nansel, TR;Overpeck, M;Scheidt, P
通讯作者：
Scheidt, P
DOI：
10.3390/ijerph14101116
发表时间：
2017-09-25
影响因子：
--
作者：
Han Z;Zhang G;Zhang H
通讯作者：
Zhang H
影响因子：
3.4
作者：
Navarro, Raul;Ruiz-Oliva, Roberto;Yubero, Santiago
通讯作者：
Yubero, Santiago