Associations between social exclusion, personality trait and emotional regulation with the willingness to seek help after being bullied in middle school students

Abstract

Objective To understand the relationships of social exclusion, personality trait and emotion regulation with willingness to seek help after being bullied, and to provide reference for rationalized intervention of campus bullying among middle school students.

Methods A tatal of 2 040 middle school students from a middle school in Jiangxi Province were selected as the research objects, and surveyed by general situation questionnaire, Olweus Bullying Questionnaire, Willingness to Seek Help Scale, social exclusion scale, personality scale and Emotion Regulation Scale. Among them, a further survey of 381 bullies was conducted and SPSS 26.0 was used for statistical processing of data.

Results About 55.88% (133/238) and 58.74% (84/143) reported willingness to seek help after being bullied among middle and high school students, respectively (χ ² = 0.30, P>0.05). There were no significant differences in gender and residency ( P>0.05). In junior middle school students, compared with the non-help-willingness group (3.83±0.78, 3.35±1.03, 3.33±1.03, 29.81±7.77), the rejected scores of the help-willingness group were lower (3.57±0.75), scores of affinity and openness in personality traits were higher (3.69±0.88, 3.72±0.79), the cognitive reappraisal scores were higher (32.42±8.25). Among senior middle school students, the rejected and expression suppression scores of the help-willingness group were lower (3.51±0.67, 26.96±7.47), while extroversion personality traits were higher (3.61±0.95). Multivariate unconditional Logbinomial regression analysis showed that high score of expression suppression was associated with less willingness to seek help ( OR = 0.94, P=0.02).

Conclusion Social exclusion, personality trait and emotional regulation may have certain influences on willingness to seek help after being bullied among junior and senior middle school students, effects varies by grade level.

Abstract

【摘要】 目的 了解社会排斥、人格特质和情绪调节策略与中学生被欺凌后求助意愿的关系, 为合理干预中学生校园欺 凌提供科学依据。 方法 以江西省抚州市崇仁县崇仁第二中学 2 040 名学生为研究对象, 采用一般情况调査表、Olweus 欺 凌问卷、求助意愿量表、社会排斥量表、人格量表和情绪调节量表对其中 381 名被欺凌者进行调査, 并用 SPSS 26.0 对数据 进行统计处理。 结果 初、髙中生被欺凌后求助意愿报告率分别为 55.88% (133/238) 和 58.74% (84/143), 差异无统计学 意义 (χ ²=0.30, P>0.05), 初、髙中生被欺凌后求助意愿报告率在性别和户籍所在地间差异均无统计学意义 ( P 值均>0.05)。在初中生中, 与无求助意愿者 (3.83±0.78, 3.35±1.03, 3.33±1.03, 29.81±7.77) 相比, 有求助意愿者被拒绝得分 (3.57±0.75) 较低, 亲和性和开放性人格特质得分 (3.69±0.88, 3.72±0.79) 均较髙, 认知重评得分 (32.42±8.25) 也较髙; 在髙中生中, 有求 助意愿者被拒绝和表达抑制得分 (3.51±0.67, 26.96±7.47) 低于无求助意愿者 (3.76±0.72, 30.76±7.06), 外向性人格特质得 分 (3.61±0.95) 髙于无求助意愿者 (3.25±1.04) ( P 值均<0.05)。对数二项回归分析显示, 表达抑制 ( OR = 0.94, P = 0.02) 降 低髙中生被欺凌后的求助意愿。 结论 社会排斥、人格特质和情绪调节策略与初、髙中生被欺凌后的求助意愿有一定关 系。应积极关注中学生求助意愿的相关因素并鼓励中学生主动寻求帮助。