نوع مقاله : علمی- پژوهشی
نویسنده
عضو هیئت علمی گروه روانشناسی, دانشگاه شهید چمران اهواز،اهواز،ایران
چکیده
اهداف این مقاله معرفی پدیده آزاررسانی/آزارپذیری، تعیین میزان شیوع آن در اهواز و پاسخ به این سؤال است که آیا می‌توان از متغیرهای مختلف شخصیتی، خانوادگی و آموزشگاهی برای تمایز بین دانش‌آموزان آزاررسان، آزارپذیر و گواه دوره راهنمایی استفاده کرد؟ در قسمت اول نمونه گیری، یعنی تعیین میزان شیوع این پدیده، 32 مدرسه راهنمایی دخترانه و 32 مدرسه راهنمایی پسرانه به صورت تصادفی از چهار ناحیه آموزش و پرورش شهرستان اهواز انتخاب شدند. در مرحله دوم نمونه گیری 69 آزاررسان، 63 آزارپذیر و 152 دانش آموز عادی پسر و دختر به صورت تصادفی انتخاب شدند. مقیاس افسردگی کودکان، پرسشنامه سنجش اضطراب عمومی، تست سنجش عزت نفس کوپر اسمیت و پرسشنامه شیوه‌های فرزند پروری به کار برده شد. نتایج بیانگر این است که از 13072 دانش آموز 726 (6/5%) پسر و 1359 (34/11%) دختر آزاررسان بودند. همچنین 614 (7/4%) پسر و 1140 (5/9%) دختر آزارپذیر بودند. تحلیل تمایزات نشان داد که برای سنجش ارتباط بین متغیرها فقط تابع ممیز اول معنی دار است. این بدین معنا است که فقط تابع اول، گروههای آزاررسان، آزارپذیر و گواه را از هم تفکیک می‌کند. همچنین بیشترین درصد واریانس دو مجموعه متغیرها را تابع اول توجیه می‌کند. نتایج نشان داد که معدل تحصیلی بهترین شاخص جدا کردن گروهها در تابع اول است. در تابع دوم مراقبت آموزی بزرگ‌ترین سهم را در تمایز گروهها داشت. میانگین نمره‌های پیش بینی شده گروهی بیانگر این است که در تابع اول گروههای آزاررسان و گواه در کرانها قرار دارند و آزارپذیرها در وسط و نیز گروه آزاررسان دو برابر بیشتر از گروه گواه متمایز شده است.
عنوان مقاله [English]
School Bullying in Ahvaz Guidance Schools
نویسنده [English]
- M. Shehni Yeylagh
Faculty member of Psychology Department, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]
The objectives of this article are to investigate about the introduction of school bullying, prevalence of this phenomenon in Ahvaz, and answering the question of: Can information about personality, parental child-rearing practices and some school variables discriminate bullies, victims and normal students and predict them? In the first phase of sampling 32 girls’ and 32 boys’ guidance schools were randomly selected from all guidance schools in Ahvaz. In the second phase, for analyzing data, 69 bullies, 63 victims and 152 normal boys and girls were randomly selected. The Children’s Depression Scale, Anxiety Questionnaire, Coopersrnith’s Self-Esteem scale, and Winterbottom’s ChildRearing scale were used to measure the variables. The results indicate that from 13072 students 726 (5/6%)boys and 1359 (11/34%) girls were bullies. Also 614 (4/7%) boys and 1140 (9/5%) girls were victims. The discrirninant analysis results show two discrirninant functions, only one of which was significant. This first tunction discriminates between groups of bullies, victims and normal students. In the first function, the maximum variance was explained by grade-point average, in discriminating among groups. In the second function, Caring (a domain in Child- Rearing scale) explained the most variance, in discriminating between groups. The group centroids show that, in the first function, bullies and normal students were at the two extremes, and victims were in the middle. The bullies were twice more than the normal students discriminated. In short, the three groups were separated by the first tunction. whereas the second function hardly separates them.
N.J.: Prentice-Hall.
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