【作者】 林美娟；

【导师】 叶信治；

【作者基本信息】 福建师范大学 ， 教育管理（专业学位）， 2020， 硕士

【副题名】以泉州市初中为例

【摘要】 学生在校园里的时光应当是快乐的,保障学生的人身安全是学生成长过程中的首要问题,而校园欺凌问题将成为学生青春记忆里悲凉的底色。相较于在校园欺凌事件发生后采取干预型措施,防患于未然使学生学会自我保护,才有可能将欺凌伤害降低到最小程度。学生是校园欺凌预防的关键主体,所以有必要从学生的立场出发,探寻校园欺凌预防路径。因此,本研究的创新点在于构建基于初中生自我管理的校园欺凌预防研究模型,根据理论模型设计调查问卷,完善校园欺凌预防对策,从而构建和谐安全的校园。本研究将自我管理理论做为理论基础。在此理论基础上,通过分析自我管理对校园欺凌预防的积极作用,引入自我预防校园欺凌中介变量构建整体理论模型。同时,提出自我管理对校园欺凌预防的积极作用假设及其中介作用假设,以及学校环境和家庭环境对自我管理的影响假设。依据理论模型设计问卷,对收集到的602个有效样本进行描述统计分析得到如下发现:初中生遭受欺凌在性别和年级上存在显著差异;初中生在对他人实施欺凌上具有显著性别和年级差异;初中生自我管理水平和自我预防水平在性别上无显著差异,在年级上有显著差异。利用样本数据对自我管理与校园欺凌主体行为的关系进行相关分析,再通过假设演绎法分析研究假设,得到的结论为:第一,学生的自我管理对校园欺凌预防有积极影响;第二,自我认知预防在自我管理对校园欺凌预防的积极影响中起中介作用;第三,自我情绪预防在自我管理对校园欺凌预防的积极影响中起中介作用;第四,自我意志预防在自我管理对校园欺凌预防的积极影响中起中介作用;第五,学校环境正向影响自我管理;第六,家庭环境正向影响自我管理。最后,依据学校环境和家庭环境对学生自我管理的积极影响,以及学生自我管理对校园欺凌预防的积极影响,整合出三个维度的对策提高学生的自我管理水平,分别为学校维度、家长维度、学生维度,以此增强初中生自我预防校园欺凌的能力。更多还原

【Abstract】 The time in campus is supposed to be happy for students,thus it is the first requirement to protect personal safety of students during their growing up.While school bullying will become sad background on these youth memories,so students end up learning how to protect themselves from it to against a rainy day,rather than taking actions after school bullying occurring to them.Only in this way can students minimize the harm of school bullying to the least as far as possible.Students are the most crucial subjects for researches on school bullying,so it is imperative to find out approaches of prevention for school bullying from their perspectives.Therefore,this research innovate in constructing a research model of school bullying prevention based on self-management of middle students,and designing a questionnaire on the basis of the theoretical model to perfect strategies for bullying prevention and to build a harmonious and safe campus together.Self-management theory is acted as the theoretical foundation of this research.Based on it,theoretical model was constructed by means of analyzing positive impact of self-management on prevention for school bullying as well as by using mediating variables of self-prevention for school bullying.Then propose hypotheses that self-management affects prevention for school bullying positively and its mediating effects,school environment and family circumstance influence self-management positively as well.Moreover,the questionnaire based on the theoretical model was designed to collect data.There are findings that middle school students have significant gender and grade differences in bullying others and being bullied,significant grade difference in the level of self-management and self-prevention,but no gender difference in these,which concluded by analyzing data of 602 sample sizes with the approach of descriptive statistical analysis.The conclusions are conducted by analyzing the relation between self-management and subject’ behavior of school bullying through the method of correlational analysis with data of sample sizes,combined with deduction of research hypotheses,which are as follows: students’ self-management affects prevention for school bullying positively;self-cognition prevention mediates the relation between self-management and school bullying prevention;self-sentiment prevention mediates the relation between self-management and school bullying prevention;self-will prevention mediates the relation between self-management and school bullying prevention;school environment and family circumstance have positive affect on students’ self-management.Finally,on the basis of positive impact of school environment and family circumstance on students’ self-management and of self-management on school bullying prevention,the author come up with methods of prevention for school bullying from school-dimension,family-dimension and student-dimension positions to enhance junior students’ ability of school bullying prevention with the improvement of self-management.更多还原