网络欺负vs.传统欺负：欺负对青少年心理健康影响的元分析

发布时间：2018-06-15 04:08

本文选题：网络欺负 + 传统欺负　；参考：《四川师范大学》2015年硕士论文

【摘要】：在许多国家和地区,校园欺负一直是个较为严重的问题。研究已经表明,欺负行为对受欺负者、欺负实施者的心理健康会带来一系列负面影响,包括抑郁/焦虑水平的提高、自尊降低、生活满意度降低等(GruberFineran,2007;Due et al.,2005)。近年来,随着网络对日常生活的影响越来越深,一种新型的欺负形式,即网络欺负(Cyberbullying)开始出现,并引起了学者注意。网络欺负一般是指个体或群体使用电子信息交流方式,多次重复性地伤害难以自我保护的个体的攻击行为(Smith et al.,2008)。有人指出,网络欺负与传统欺负是实质不同的两种欺负形式;但亦有研究者认为,网络欺负只是“新瓶装旧酒”,二者没有实质差异(Li,2007;Kowalski,Limber,Agatston,2008)。本文试图以元分析的方法对该争议做进一步探讨,并同时检验文化变量、被试类型及各种具体的欺负形式(如关系欺负、身体欺负、言语欺负和网络欺负)对青少年心理健康的影响。元分析总共纳入40项实证研究,产生59个独立样本,涉及被试56,009人。结果发现:欺负行为对抑郁、焦虑和自尊的平均效应值分别为0.282,0.143,-0.233。对于抑郁来说,受欺负类型、国家区域和被试群体是显著的调节变量;传统欺负(0.318)比网络欺负(0.262)对青少年抑郁的影响更大;欺负行为对北美(0.377)青少年抑郁的影响显著大于欧洲(0.196)和中国(0.140);欺负行为对小学生(0.377)抑郁的影响显著大于中学生(0.177)。对于焦虑来说,国家区域和被试群体是显著的调节变量;欺负行为对北美(0.208)青少年焦虑的影响显著大于中国(0.121)和欧洲(0.119);欺负行为对中学生(0.174)焦虑的影响显著大于小学生(0.102)。对自尊来说,网络欺负(-0.261)对青少年自尊水平的负面影响显著大于传统欺负(-0.212)。各种细分的欺负类型,如关系欺负、言语欺负、身体欺负、一般欺负和网络欺负对抑郁和焦虑的影响没有显著差异,但发现一般欺负和网络欺负对自尊的影响有显著差异。基于元分析的结果,传统欺负与网络欺负是两种实质不同的欺负形式;文化背景影响着欺负行为的负面效应,不同的被试群体类型也影响着欺负行为的负面效应。应该针对网络欺负独有的特点,制定相关的干预措施,尤其应重视家庭治疗的作用(Nickel,Krawcyzk,et al.,2005b)。未来研究应继续考察文化变量是如何影响欺负行为的负面效应的,可进一步验证Barlett等人(2014)基于文化自我结构的假设,需要更长周期的纵向研究和更具规模的元分析。
[Abstract]:Campus bullying has been a serious problem in many countries and regions. Studies have shown that bullying can have a series of negative effects on the mental health of the victims and the perpetrators of bullying, including higher levels of depression / anxiety, lower self-esteem, lower life satisfaction, and so on. In recent years, with the increasing influence of the Internet on daily life, a new form of bullying, cyberbullying, has emerged and attracted the attention of scholars. Cyberbullying generally refers to individuals or groups who use electronic information exchange mode and repeatedly harm individuals who are difficult to protect themselves. Some people point out that online bullying and traditional bullying are essentially different forms of bullying. However, some researchers believe that online bullying is just "old wine in new bottles", and there is no substantial difference between the two. This paper attempts to further explore the controversy by meta-analysis, and at the same time to examine the cultural variables, the types of subjects and various specific forms of bullying (such as relational bullying, physical bullying, etc.) The influence of verbal bullying and online bullying on the mental health of adolescents. The meta-analysis included 40 empirical studies and produced 59 independent samples involving 56009 subjects. The results showed that the average effects of bullying on depression, anxiety and self-esteem were 0.282 卤0.143- 0.233respectively. For depression, the type of bullying, national region and subject population are significant regulatory variables, traditional bullying 0.318) has a greater impact on adolescent depression than online bullying 0.262). The effect of bullying on depression in North America was significantly higher than that in Europe (0.196) and China (0.140), and the effect of bullying on depression in primary school students was significantly higher than that in middle school students (0.177). For anxiety, national regions and subjects were significant regulatory variables; bullying had a greater effect on anxiety in North America (0.208) than in China (0.121) and Europe (0.119); bullying had a greater effect on anxiety of middle school students (0.174) than that of primary school students (0.102). For self-esteem, Internet bullying (-0.261) had more negative effects on adolescent self-esteem than traditional bullying (-0.212). There was no significant difference in the influence of depression and anxiety between general bullying and online bullying, but there was significant difference between general bullying and online bullying on self-esteem. Based on the results of meta-analysis, traditional bullying and online bullying are two essentially different forms of bullying; the cultural background affects the negative effects of bullying, and different population types also affect the negative effects of bullying. In view of the unique characteristics of cyberbullying, relevant intervention measures should be formulated, especially the role of family therapy. Future studies should continue to examine how cultural variables affect the negative effects of bullying, which can be further validated by Barlett et al. (2014) the hypothesis based on cultural self-structure requires a longer period of longitudinal research and a larger meta-analysis.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：B844.2

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