Relationship between characteristics of school bullying of left-behind children and its relationship with parent-child separation

Abstract

Objective To analyze the relationship between school bullying and parent-child separation of left-behind children, and to provide a theoretical basis for preventing and controlling school bullying of left-behind children.

Methods A total of 4 945 children aged 7 to 18 in Shangrao City were selected by stratified cluster random sampling to complete the Chinese version of the School Bullying Experience Questionnaire (C–SBEQ), and the differences of school bullying between left-behind and non-left-behind children were compared. The parent-child separation data of 1 791 left-behind children was obtained by self-designed questionnaire, and the influence of parent-child separation characteristics on school bullying of left-behind children was analyzed by binary Logistic regression.

Results The rates of school bullying, bully victimization and perpetration of left-behind children were 21.3%, 18.3% and 3.0% respectively, which were higher than those of non-left-behind children (15.4%, 12.7%, 2.7%). And there were statistical significance in the detection rates of school bullying among left-behind children in different schooling stages (χ ² = 9.82, P<0.05), the detection rates ranked as follows: 21.4% in primary school, 18.9% in junior high school and 14.7% in senior high school. The rate of bullying perpetration among left-behind children was significantly higher in boys (4.8%) than in girls (1.0%) (χ ² = 14.69, P<0.05). The rate bully victimization among former left-behind children (children with left-behind experience) in the younger than 7 years group (20.3%) was higher than that in the older than 7 years group (13.4%) = 4.79, P=0.03). There was no significant differences in the detection rate of bullying perpetration among the left behind children with different parent-child separation experiences ( P>0.05). Control schooling stages, Logistic regression analysis showed that taking former school-age left-behind children as reference, bully victimization risk of former pre-school left-behind children was 1.64 times ( OR = 1.64, 95% CI=1.04–2.59, P<0.05).

Conclusion School bullying of left-behind children is more severce than that of non-left-behind children. Early occurrence of parent-child separation is associated with higher risk of bullying victimization among left-behind children.

Abstract

【摘要】 目的 探究留守儿童校园欺凌特征及其与亲子分离经历的关联, 为留守儿童校园欺凌的防控工作提供理论依 据。 方法 采用分层整群随机抽样法, 抽取上饶市 4 945 名 7~18 岁儿童完成中文版校园欺凌经历量表 (C–SBEQ) 测査, 比较留守与非留守儿童校园欺凌的差异。使用自编问卷获取其中 1 791 名留守儿童的亲子分离信息, 采用二分类 Logistic 回归分析亲子分离经历对留守儿童校园欺凌的影响。 结果 留守儿童的校园欺凌、受欺凌和欺凌他人的检出率分别为 21.3%, 18.3% 和 3.0%, 均髙于非留守儿童 (15.4%, 12.7% 和 2.7%)。不同学段留守儿童受欺凌检出率差异有统计学意义 (χ ² = 9.82, P<0.05), 由髙到低依次为小学 (21.4%)、初中 (18.9%)、髙中 (14.7%); 在留守儿童欺凌他人检出率上, 男生 (4.8%) 髙于女生 (1.0%) χ ² = 14.69, P<0.05)。在曾留守(有留守经历)儿童中, 分离时年龄 <7 岁组的受欺凌检出率 (20.3%) 髙于分离时年龄 ≥7 岁组 (13.4%) (χ ²=4.79, P = 0.03), 而留守儿童不同亲子分离经历组间欺凌他人检出率差异 均无统计学意义 ( P 值均>0.05)。控制学段后, Logistic 回归分析显示, 以亲子分离时年龄 ≥7 岁的曾留守儿童为参考, 亲子 分离时年龄 <7 岁的曾留守儿童的受欺凌风险增加 ( OR =1.64, 95% CI=1.04~2.59, P<0.05)。 结论 留守儿童校园欺凌较 非留守儿童严重, 亲子分离时期越早, 可能导致曾留守儿童受欺凌的风险越髙。