Relationship between bullying and emotional behavior problems in middle school students
10.3760/cma.j.issn.1674-6554.2019.12.013
- VernacularTitle: 中学生校园欺凌与情绪行为问题的关系
- Author:
Mining LIANG
1
,
2
;
Xuting LI
1
;
Hairong XIANG
3
;
Jianjian WANG
1
,
2
;
Xihong ZHOU
1
;
Li HE
1
,
2
;
Qiongni CHEN
1
,
2
Author Information
1. Clinical Nursing Teaching and Research Section, the Second Xiangya Hospital, Central South University, Changsha 410011, China
2. Mental Health Institute of the Second Xiangya, Central South University, Changsha 410011, China
3. Changsha Yali Experimental Middle School, Changsha 410000, China
- Publication Type:Journal Article
- Keywords:
Strengths and difficulties questionnaire;
Emotional and behavioral problems;
Left behind children;
Middle school students;
Rural area;
Bullying
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2019;28(12):1125-1130
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the current situation of emotional and behavioral problems and analyze the influencing factors of middle school students.
Methods:The general information questionnaire, the strengths and difficulties questionnaire (student version), and the illinois bullying scale were used to evaluate 680 students in two middle schools in Hunan province.Statistical analysis was performed using t test, analysis of variance, Pearson correlation analysis and stepwise multiple regression analysis.
Results:(1) The detection rate of total difficulty (12.09±5.67), conduct problem (2.42±1.66), hyperactivity/attention defect (3.65±2.08), emotional (2.82±2.32), peer relationship problem (3.21±1.79) and pre-socialization behavior (7.02±2.39) were 11.2%, 11.2%, 7.7%, 6.9%, 11.0% and 14.5%.(2)The scores of total difficulties, conduct problem, hyperactivity/attention deficit and peer relationship problems of boys were higher than that of girls(t=2.79, 4.03, 2.44, 3.40, all P<0.05), while the score of pre-socialization behavior of boys was lower than that of girls (t=-5.29, P<0.05). (3) The scores of total difficulties, conduct and peer relations, pre-socialization of rural students were significantly different with those of urban students(t=-3.93, -2.55, -7.00, 5.26, all P<0.05). (4) The score of total difficulties, conduct problem, hyperactivity/attention deficit and emotional symptoms of left-behind students were higher than that of un-left-behind students (t=-3.18, -2.50, -2.67, -2.40, 2.19, all P<0.05). (5) Middle school students with different fathers' education levels showed different scores of total difficulties, peer relationship problem and pre-socialized behavior(F=3.84, 7.10, 6.20, all P<0.05), while middle school students with different mothers' education levels showed different scores of total difficulties and peer relationship problem(F=3.97, 7.38, both P<0.05). (6) The scores of total difficulties, emotional symptoms, conduct problems, and hyperactivity/attention deficit of the middle school students were significantly positively correlated with the total score of the bullying total scale, the bullish subscale, the bullying subscale, and the fighting subscale(r=0.165-0.430, P<0.05). (7) Gender, urban and rural areas, left-behind or not, maternal education level, bullying, being bullied, fighting were the influencing factors of middle school students' emotion and behavior problems(β=0.010-0.533, P<0.05).
Conclusion:Some middle school students in Hunan province have emotional and behavioral problems and more attention should bo paid to mental health education.
