Association between bullying and mental resilience in high grade pupils

Abstract

Objective To examine the status of bullying behaviors and psychological resilience of primary school students and the relationship between the two, and to provide references for related interventions.

Methods Olweus bullying questionnaire and adolescent psychological resilience scale were used to select students in grades 4–6 for questionnaire survey.

Results Primary school students who were bullied, bullied others, double-involved and uninvolved accounted 33.3%, 48.7%, 15.3%, and 2.7%. There were statistically significant differences in bullying in different dimensions of different genders, grades, and previous suicidal thoughts ( P<0.05); there were statistically significant differences in the bullied status of only children, divorced parents, and different caregivers ( t/F = 3.64, 2.65, 6.62, P<0.05); The status of bullying behavior of students in the class was better than that of ordinary students ( t = –2.18, P<0.05); senior students have a higher level of positive cognition ( F =8.71, P<0.05); mental toughness of urban students better than rural areas ( t = –2.20, P<0.05); students with divorced parents had poor levels of emotional control, family support, and psychological toughness ( t = –4.60, –3.92, –3.44, P<0.05); class cadres focused on focus, positive cognition, family support, interpersonal assistance, and psychological resilience were better than ordinary students ( t = 5.19, 6.43, 5.64, 4.13, 6.58, P<0.05); students with parental care had better levels of target concentration, emotional control, family support, interpersonal assistance, and psychological resilience ( t = 4.59, 8.68, 8.76, 12.35, 13.45, P<0.05); the level of psychological resilience of students was low ( t = 15.90, P<0.05). Correlation analysis shows that there was a negative correlation between bullying behavior and psychological resilience of all pupils ( P<0.01), regression analysis showed that bullying behavior may had a negative prediction of mental resilience ( F = 128.37, R ² =0.12, P<0.01).

Conclusion The current situation of bullying behavior and mental resilience of grade 4–6 students is worrisome, and it is urgent to improve the current situation of bullying and psychological resilience of primary school students.

Abstract

【摘要】 目的 了解小学生欺负行为和心理韧性现状及两者间的关系, 为开展中学生心理辅导及相关干预提供参 考。 方法 采用分层整群抽样方法在贵阳、六盘水和深圳市调查4所学校的四至六年级共1 884名学生, 采用O1we _US欺负 问卷、青少年心理韧性量表进行问卷调查。 结果 1 884名学生中, 受欺负者、欺负者、双卷人者和未卷人者分别占33.3%, 48.7%, 15.3%和2.7%。不同性别、年级、是否曾有自杀意念学生在欺负各维度上得分差异均有统计学意义( P值均< 0. 05);独生子女、父母离婚和不同照顾者的受欺负状况差异均有统计学意义( t/F值分别为3. 64, 2. 65, 6. 62, P值均< 0. 05);担任班干部学生欺负总分较普通学生低(t = –2. 18, P<0. 05);高年级学生的积极认知水平较高( F =8.71, P<0. 05)； 城镇学生心理韧性状况好于农村(t = –2. 20, P<0. 05);父母离婚学生的情绪控制、家庭支持和心理韧性水平较差( է值分别 为-4. 60, –3. 92, –3. 44, P值均<0. 05);班干部的目标专注、积极认知、家庭支持、人际协助及心理韧性好于普通学生(է值 分别为5. 19, 6. 43, 5. 64, 4. 13, 6. 58, P值均<0. 05);父母照顾的学生在目标专注、情绪控制、家庭支持、人际协助及心理韧 性上较好(t值分别为4. 59, 8. 68, 8.76, 12. 35, 13.45, P值均<0. 05);曾有自杀意念学生的心理韧性水平较低(է =15. 90, P< 0.05)。相关分析表明, 小学生欺负行为和心理韧性各维度之间呈负相关( P值均<0.01);线性回归分析显示, 欺负行为可 能对心理韧性有负向预测( F =128.37, # = 0.12, P<0.01)。 结论 四至六年级学生欺负行为和心理韧性现状堪忧, 亟待改 善小学生欺负现状和心理韧性水平。