Bullying, psychosocial adjustment, and academic performance in elementary school
Bullying, psychosocial adjustment, and academic performance in elementary school
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DOI：
10.1001/archpedi.159.11.1026
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发表时间：
2005-11-01
影响因子：
--
通讯作者：
Kernic, MA
中科院分区：
文献类型：
--
作者：
Glew, GM;Fan, MY;Kernic, MA
背景：在过去的十年中，人们越来越关注欺凌及其在学校暴力、抑郁和健康问题中的作用。然而，在美国还没有大型的研究调查小学期间欺负的发生率及其与学校出勤率和成绩的客观指标之间的关系。目的：确定小学期间欺负的发生率及其与学校出勤率、学习成绩、纪律处分以及自我报告的悲伤、安全和归属感之间的关系。设计：采用2001-2002年学校数据的横断面研究。设置：城市，西海岸公立学校区。参与者：3530（91.4%）三，四，五年级的学生。主要结局指标：自我报告参与欺凌。结果：22%的受访儿童参与欺凌，无论是作为受害者，欺负者，或两者兼而有之。受害者和欺负受害者比旁观者更可能有低成就（比值比[OR]，0.8 [95%置信区间（CI），0.7-0.9]和0.8 [95% CI，0.6-1.0]，分别）。所有3个欺负参与组比旁观者更可能在学校感到不安全（受害者，OR，2.1 [95%CI，1.1-4.2];欺负者，OR，2.5 [95%CI，1.5-4.1];欺负受害者，OR，5.0 [95%CI，1.9-13.6]）。受害者和欺凌受害者更有可能报告他们不属于学校的感觉（OR分别为4.1 [95%CI，2.6-6.5]和3.1 [95%CI，1.3-7.2]）。欺负者和受害者在大多数日子里比旁观者更容易感到悲伤（OR分别为1.5 [95% CI，1.2-1.91和1.8 [95% CI，1.2-2.8]）。欺负者和欺负受害者更可能是男性（OR值分别为1.5 [95%CI，1.2-1.91和3.0 [95%CI，1.3-7.01）。欺凌参与和学校问题之间的关联表明，这是一个严重的问题，小学。本文提出的研究表明，需要在小学年级的循证反欺凌课程。
Background: Over the past decade, concerns about bullying and its role in school violence, depression, and health concerns have grown. However, no large studies in the United States have examined the prevalence of bullying during elementary school or its association with objective measures of school attendance and achievement.Objective: To determine the prevalence of bullying during elementary school and its association with school attendance, academic achievement, disciplinary actions, and self-reported feelings of sadness, safety, and belonging.Design: Cross-sectional study using 2001-2002 school data.Setting: Urban, West Coast public school district.Participants: Three thousand five hundred thirty (91.4%) third, fourth, and fifth grade students. Main Outcome Measure: Self-reported involvement in bullying.Results: Twenty-two percent of children surveyed were involved in bullying either as a victim, bully, or both. Victims and bully-victims were more likely to have low achievement than bystanders (odds ratios [ORs], 0.8 [95% confidence interval (CI), 0.7-0.9] and 0.8 [95% CI, 0.6-1.0], respectively). All 3 bullying-involved groups were significantly more likely than bystanders to feel unsafe at school (victims, OR, 2.1 [95% CI, 1.1-4.2]; bullies, OR, 2.5 [95% CI, 1.5-4.1]; bully-victims, OR, 5.0 [95% CI, 1.9-13.6]). Victims and bully-victims were more likely to report feeling that they don't belong at school (ORs, 4.1 [95% CI, 2.6-6.5] and 3.1 [95% CI, 1.3-7.2], respectively). Bullies and victims were more likely than bystanders to feel sad most days (ORs 1.5 [95% CI, 1.2-1.91 and 1.8 [95% CI, 1.2-2.8], respectively). Bullies and bully-victims were more likely to be male (ORs, 1.5 [95% CI, 1.2-1.91 and 3.0 [95% CI, 1.3-7.01, respectively).Conclusions: The prevalence of frequent bullying among elementary school children is substantial. Associations between bullying involvement and school problems indicate this is a serious issue for elementary schools. The research presented herein demonstrates the need for evidence-based antibullying curricula in the elementary grades.