ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2019, Vol. 51 ›› Issue (8): 935-944.doi: 10.3724/SP.J.1041.2019.00935

• 研究报告 • 上一篇    下一篇

班级欺凌规范与欺凌行为:群体害怕与同辈压力的中介作用

曾欣然, 汪玥, 丁俊浩, 周晖()   

  1. 中山大学心理学系, 广州 510275
  • 收稿日期:2018-04-26 出版日期:2019-08-25 发布日期:2019-06-24
  • 通讯作者: 周晖 E-mail:edszh@mail.sysu.edu.cn
  • 基金资助:
    * 高校基本科研业务费青年教师重点培育项目资助(17wkzd18)

Classroom bullying norms and bullying behavior:The mediating role of fear induced by group identity and peer pressure

ZENG Xinran, WANG Yue, DING Junhao, ZHOU Hui()   

  1. Department of Psychology, Sun Yat-sen University, Guangzhou 510275, China
  • Received:2018-04-26 Online:2019-08-25 Published:2019-06-24
  • Contact: ZHOU Hui E-mail:edszh@mail.sysu.edu.cn

摘要:

本文通过两个研究探讨了群体因素中的班级欺凌规范如何通过同辈压力、群体害怕影响欺凌行为的发生。研究1为实验研究, 被试为186名小学高年级学生(Mage = 11.36 ± 0.99岁)。结果表明在不同情境(欺凌/非欺凌)的启动下, 各变量得分均具有显著差异; 进一步分析仅发现同辈压力的中介作用边缘显著。研究2为相关研究, 943名小学高年级及初二学生(Mage = 12.00 ± 1.32岁)填写班级欺凌规范、同辈压力和欺凌行为问卷。HLM分析显示同辈压力在班级欺凌规范与欺凌行为起显著中介作用。

关键词: 中小学生, 班级欺凌规范, 欺凌行为, 同辈压力, 群体害怕

Abstract:

Evidence from past years has documented that group factors, such as group norms, are related to bullying in schools. Studies have revealed that groups’ bullying norms positively predicted individuals’ bullying behaviors. However, the mechanism underlying this phenomenon remains unclear. Studies have documented that peer pressure mediates the relationship between bullying norms among friends and cyber bullying. Moreover, when conflict is inevitable, fear leads to aggressive behavior. Therefore, the current research included two studies to clarify the relationship between classroom bullying norms and bullying behavior.


In the first study, a scenario-based experiment was conducted. A total of 89 male and 97 female primary school students in grades 4 through 6 were invited to participate in the study. Participants were randomly divided into the bullying norm priming group and the control group. After priming, participants in both groups completed the questionnaires addressing fear induced by group identity, peer pressure, and bullying behavior. Students from 23 classes were invited to participate in Study 2. A total of 459 males and 422 females (62 were lacking gender data) from grades 4, 5, 6, and 8 completed the questionnaires on classroom bullying norms, peer pressure, and bullying behavior. HLM version 7.0 was used for the hierarchical linear model.


The results of Study 1 showed that (1) participants in the bullying-norm priming group showed higher levels of bullying behavior, peer pressure, and fear induced by group identity than those in the control group; (2) fear induced by group identity and peer pressure was positively associated with bullying behavior; (3) after controlling for the effect of gender, peer pressure marginally but significantly mediated the relationship between classroom bullying norms and bullying behavior at the 95% confidence level (β = 0.064, p = 0.063). The result of Study 2 demonstrated that the mediating effect of peer pressure was significant at both the individual and the classroom level, even after controlling for the effect of gender. Specifically, (1) the indirect effect of peer pressure accounted for 22.24% of the total effect at the individual level and (2) the indirect effect of peer pressure accounted for 28.35% of the total effect at the classroom level.


The results of both studies highlighted the mediating role of peer pressure in classroom bullying norms and bullying behavior. The current study is the first to identify this mediating mechanism. The findings of the present study suggest that classroom norms and peer pressure deserve more attention in further prevention and intervention addressing school bullying.

Key words: primary and middle school students, class norm of bullying, bullying behavior, peer pressure, fear induced by group identity

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