校园欺凌的跨文化差异问题:特征与干预

doi:10.16187/j.cnki.issn1001-4918.2023.04.16

摘要/Abstract

摘要： 校园欺凌是全世界关注的重要公共健康问题,会给所有的卷入者造成消极影响。早期校园欺凌研究主要集中在欧洲,此后逐步拓展到北美和日本。进入21世纪,校园欺凌研究遍布世界各国,尤其是中国校园欺凌研究的增速非常快。许多大型调查项目,如HBSC、GSHS、TIMSS、PISA和EUKO等先后报告了不同国家校园欺凌的发生率、严重程度与基本特征。不同的文化中,“欺凌”内涵与特征存在许多相似之处,同时也存在一些值得关注的差异。本文依据Bronfenbrenner的社会生态模型和EU Kids Online的五因素模型作为框架,总结了校园欺凌在不同国家的异同之处,梳理了跨国比较研究和比较不同国家欺凌发生率时所面临的挑战,如何解释跨国比较时出现的差异,以及对于欺凌干预的启示。

关键词: 欺凌, 跨文化差异, 特征, 干预

Abstract: The issue of school bullying is one of international concern, given the harmful effects for all involved. Much early research was in Europe and then North America, and also in Japan. In this century the research program has become truly international, with research in China growing very rapidly in recent years. Some large-scale surveys such as HBSC, GSHS, TIMSS, PISA and EUKO have assessed the extent and nature of school bullying across different countries. It is clear that while there are broad similarities in the concept of 'bullying' across different cultures, there are also some noticeable differences, at various levels. In this paper I summarise some of these similarities and differences, and consider the challenges in making comparisons and comparing rates of bullying in different countries, and how such differences might be explained. Helpful frameworks here are the socio-ecological model based on Bronfenbrenner, and the expansion of the country level analysis in the EU Kids Online five factors model of Cultural values, Education system, Technological infrastructure, Regulatory framework and Socio-economic stratification. Finally, some implications for the nature and success of intervention work will be considered.

Key words: bullying, cross-cultural variations, nature, intervention

中图分类号:

B844

Peter K. Smith. 校园欺凌的跨文化差异问题:特征与干预[J]. 心理发展与教育, 2023, 39(4): 599-608.

Peter K. Smith. Issues of Cross-cultural Variations in School Bullying: Nature and Intervention[J]. Psychological Development and Education, 2023, 39(4): 599-608.

参考文献

Bradshaw, J., Crous, G., Rees, G., & Turner, T. (2017). Comparing children's experiences of schools-based bullying across countries.Children and Youth Services Review, 80, 171-180.
Campbell, M., Kettle, M., & Sunduram, S. (2018).Societal and cultural considerations in understanding peer bullying in India. In P.K. Smith, S. Sundaram, B. Spears, B. Blaya, M. Schäfer, & D. Sandhu (Eds.), Bullying, cyberbullying and pupil well-being in schools: Comparing European, Australian and Indian Perspectives(pp.26-44). Cambridge: Cambridge University Press.
Chan, H.C.O., & Wong, D.S.W. (2015). Traditional school bullying and cyberbullying in Chinese societies: Prevalence and a review of the whole-school intervention approach. Aggression and Violent Behavior, 23, 98-198.
Chaux, E., Molano, A., & Podlesky, P. (2009). Socio-economic, socio-political and socio-emotional variables explaining school bullying: A country-wide multilevel analysis.Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 35(6), 520-529.
Cornell, D., & Huang, F. (2016). Authoritative school climate and high school student risk behavior: A cross-sectional multi-level analysis of student self-reports.Journal of Youth and Adolescence, 45(11), 2246-2259.
Cowie, H., & James, A. (2016). Peer support in England, Japan and South Korea. In P.K. Smith, K. Kwak, & Y. Toda (Eds.),School bullying in different cultures: Eastern and western perspectives (pp.189-207). Cambridge: Cambridge University Press.
Craig, W., Boniel-Nissim, M., King, N., Walsh, S. D., Boer, M., Donnelly, P. D., ··· Pickett, W. (2020). Social media use and cyber-bullying: A cross-national analysis of young people in 42 countries.Journal of Adolescent Health, 66(6), S100-S108.
Currie, C., Inchley, J., Molcho, M., Lenzi, M., Veselska, Z. & Wild, F. (Eds.) (2014).Health Behaviour in School-aged Children (HBSC) Study Protocol: Background, Methodology and Mandatory items for the 2013/14 Survey. St Andrews: CAHRU.
Elgar, F. J., Craig, W., Boyce, W., Morgan, A. & Vella-Zarb, R. (2009). Income inequality and school bullying: Multilevel study of adolescents in 37 countries.Journal of Adolescent Health, 45(4), 351-359.
Elgar, F.J., McKinnon, B., Walsh, S.D., Freeman, J., Donnelly, P.D., de Matos, M.G., ··· Currie, C.(2015). Structural determinants of youth bullying and fighting in 79 countries. Journal of Adolescent Health, 57(6), 643-650.
Eslea, M., & Rees, J. (2001). At what age are children most likely to be bullied at school?Aggressive Behavior, 27, 419-429.
Fraguas, D., Díaz-Caneja, C.M., Ayora, M., Durán-Cutilla, M., Abregú-Crespo, R., Iciar Ezquiaga-Bravo, I., ··· Arango, C. (2021). Assessment of school anti-bullying interventions: A meta-analysis of randomized clinical trials.JAMA Pediatrics, 175(1), 44-55.
Gaffney, H., Farrington, D.P., & Ttofi, M.M. (2019). Examining the effectiveness of school-bullying intervention programs globally: A meta-analysis.International Journal of Bullying, 1(1), 14-31.
Gaffney, H., & Farrington, D.P. (2021). A review of systematic reviews and meta-analyses of the effectiveness of school-based anti-bullying programs.In P.K. Smith, & J. O'Higgins Norman (Eds.), The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention (Volume 2, pp.676-706). Chichester: Wiley-Blackwell.
Gelfand, M. J., Raver, J. L., Nishii, L., Leslie, L. M., Lun, J., Lim, B. C., ··· Yamaguchi, S. (2011). Differences between tight and loose cultures: A 33-nation study. Science, 332(6033), 1100-1104.
Görzig, A. (2012). Methodological framework: the EU Kids Online project. In S. Livingstone, L. Haddon & A. Görzig (Eds.),Children, risk and safety online: Research and policy challenges in comparative perspective (pp.15-32). Bristol: Policy Press.
Görzig, A., & Ólafsson, K. (2013). What makes a bully a cyberbully? Unravelling the characteristics of cyberbullies across twenty-five European countries.Journal of Children and Media, 7(1), 9-27.
Görzig, A., Wachs, S., & Wright, M. (2021). In P.K. Smith, & J. O'Higgins Norman (Eds.),The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention (Volume 1, pp.519-537). Chichester: Wiley-Blackwell.
Guillaume, E., & Funder, D. (2016). Theoretical and methodological issues in making cross-national and cross-cultural comparisons.In P. K. Smith, K. Kwak, & Y. Toda (Eds.), School Bullying in Different Cultures: Eastern and Western Perspectives (pp.211-228). Cambridge: Cambridge University Press.
Guzman-Holst, C., & Bowes, L. (2021). Bullying and internalizing symptoms. In P.K. Smith, & J. O'Higgins Norman (Eds.),The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention (Volume 1, pp.561-579). Chichester: Wiley-Blackwell.
Hall, W. (2017). The effectiveness of policy interventions for school Bullying: A systematic review.Journal of the Society for Social Work & Research, 8(1), 45-69.
Hamer, A. den, Konijn, E.A., & Keijer, M.G. (2014). Cyberbullying behavior and adolescents' use of medias with antisocial content: A cyclic process model.Cyberpsychology, Behavior, and Social Networking, 17, 74-81.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010).Cultures and organizations: Software of the mind, New York: McGraw-Hill.
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis.Aggression and Violent Behavior, 17(4), 311-322.
Inchley, J., Currie, D., Young, T., Samdal, O., Torsheim, T., Augustson, L., ··· Barnekow, V. (Eds.) (2016).Growing up unequal: gender and socioeconomic differences in young people's health and well-being: Health Behaviour in School-aged Children (HBSC) study: International report from the 2013/2014 survey. Copenhagen: WHO Regional Office for Europe.
Inchley, J., Currie, D., Budisavljevic, S., Torsheim, T., Jåstad, A., Cosma, A., ··· Samdal, O. (2020).Spotlight on adolescent health and well-being. Findings from the 2017/2018 Health Behaviour in School-aged Children (HBSC) survey in Europe and Canada. International report. Volume 2. Key data. Copenhagen: WHO Regional Office for Europe.
Jessel, J. (2016). Educational systems: A basis for some comparative perspectives. In P.K. Smith, K. Kwak, & Y. Toda (Eds.),School bullying in different cultures: Eastern and western perspectives (pp.229-258). Cambridge: Cambridge University Press.
Ji, L., Zhang, W., & Jones, K. (2016). Children's experience of and attitudes towards bullying and victimization: A cross-cultural comparison between China and England. In P.K. Smith, K. Kwak, & Y. Toda. (Eds.),School bullying in different cultures: Eastern and western perspectives (pp.170-188). Cambridge: Cambridge University Press.
Jin, Y. C., Li, J. Y., An, J. X., Wu, J., & He, M. C. (2019). The differential victimization associated with depression and anxiety in cross-cultural perspective: A meta-analysis. Trauma, Violence, & Abuse, 20(4), 560-573.
Kanetsuna, T. (2016). Comparisons between Englishbullying and Japanese ijime. In P.K. Smith, K. Kwak, & Y. Toda. (Eds.), School bullying in different cultures: Eastern and western perspectives(pp.153-169). Cambridge: Cambridge University Press.
Kljakovic, M., & Hunt, C. (2016). A meta-analysis of predictors of bullying and victimisation in adolescence. Journal of Adolescence, 49, 134-145.
Kwak, K., & Lee, S-H. (2016). The Korean research tradition onwang-ta. In P.K. Smith, K. Kwak, & Y. Toda. (Eds.), School bullying in different cultures: Eastern and western perspectives(pp.93-112). Cambridge: Cambridge University Press.
Lian, Q., Yu, C., Tu, X., Deng, M., Wang, T., Su, Q. & Zuo, X. (2021). Grade repetition and bullying victimization in adolescents: A global cross-sectional study of the Program for International Student Assessment (PISA) data from 2018.PLoS Medicine, 18(11),e1003846. https://doi.org/10.1371/journal.pmed.100384
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011).Risks and safety on the internet: The perspective of European children: Full findings. London, UK: EU Kids Online.
Menesini, E. (Ed.) (2000).Bullismo: Che fare? Florence: Giunti.
Migliaccio, T. & Rauskauskas, J. (2015).Bullying as a social experience: Social factors, prevention and intervention. London: Routledge.
Nikolaou, D. (2017). Do anti-bullying policies deter in-school bullying victimization?International Review of Law and Economics, 50, 1-6.
Olweus, D. (1999). Sweden. In P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.),The nature of school bullying: A cross-national perspective(pp. 7-27).London & New York: Routledge.
Salmivalli, C., Laninga-Wijnen, L., Malamut, S.T., & Garandeau, C.F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade.Journal of Research on Adolescence, 31(4), 1023-1045.
Schwarz, N., & Oyserman, D. (2001). Asking questions about behavior: Cognition, communication, and questionnaire construction.American Journal of Evaluation, 22(2), 127-160.
Schwartz, S. H. (2006). Value orientations: Measurement, antecedents and consequences across nations. In R. Jowell, C. Roberts, R. Fitzgerald, & G. Eva. (Eds.),Measuring attitudes cross-nationally-lessons from the European Social Survey(pp.161-193). London: Sage.
Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., ··· Hasebrink, U. (2020).EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. Retrieved from https://doi.org/10.21953/lse.47fdeqj01ofo
Sigurdson, J.F., Kaasbøll, J. & Sund, A.M. (2021). Bullying and externalizing problems.In P.K. Smith, & J. O'Higgins Norman (Eds.), The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention(Volume 1, pp.580-599). Chichester: Wiley-Blackwell.
Slonje, R., Smith, P. K., & Frisén, A. (2013). The nature of cyberbullying, and strategies for prevention.Computers in Human Behavior, 29(1), 26-32.
Smith, P.K. (Ed.) (2019). Making an Impact on School Bullying: Interventions and Recommendations. London: Routledge.
Smith, P.K. & Berkkun, F. (2017). How research on cyberbullying has developed. In C. McGuckin, & L. Corcoran (Eds.) Bullying and cyberbullying: Prevalence, psychological impacts and intervention strategies(pp.11-27). Hauppauge, NY: Nova Science.
Smith, P. K., Cowie, H., Olafsson, R. & Liefooghe, A. (2002). Definitions of bullying: A comparison of terms used, and age and sex differences, in a 14-country international comparison.Child Development, 73(4), 1119-1133.
Smith, P.K.,Görzig, A., & Robinson, S. (2019). Cyberbullying in schools: Cross-cultural issues. In G.W. Giumetti, & R.M. Kowalski. (Eds.), Cyberbullying in schools, workplaces, and romantic relationships(pp.49-68). New York: Routledge.
Smith, P.K., Kwak, K. & Toda, Y. (2016).Reflections on bullying in eastern and western perspectives. In P.K. Smith, K. Kwak, & Y. Toda. (Eds.), School bullying in different cultures: Eastern and western perspectives (pp. 399-419). Cambridge: Cambridge University Press.
Smith, P.K. & López-Castro, L. (2017). Cross-national data on victims of bullying: How does PISA measure up with other surveys? International Journal of Developmental Science, 11 (3-4), 87-92.
Smith, P. K., López-Castro, L., Robinson, S., & Görzig, A. (2019). Consistency of gender differences in bullying in cross-cultural surveys. Aggression and Violent Behavior, 45, 33-40.
Smith, P.K. & O'Higgins Norman, J. (Eds.) (2021).The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention(Volumes 1 and 2). Chichester: Wiley.
Smith, P.K. & Robinson, S. (2019). How does individualism-collectivism relate to bullying victimization? International Journal of Bullying Prevention, 1(1), 3-13.
Smith, P.K., Robinson, S. & Marchi, B. (2016). Cross-national data on victims of bullying: What is really being measured?International Journal of Developmental Science, 10(1-2), 9-19.
Smith, P.K., Robinson, S. & Slonje, R. (2021). The school bullying research program: Why and how it has developed. In P. K., Smith, & O'Higgins Norman, J. (Eds.),The Wiley Blackwell Handbook of Bullying: A Comprehensive and International Review of Research and Intervention(Volume 1, pp. 42-59). Chichester: Wiley.
Solberg, M., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire.Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 29(3), 239-268.
Spears, B., Taddeo, C., & Ey, L-A. (2021). Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies.Journal of Psychologists and Counsellors in Schools, 31(2), 159-171.
UNESCO (2019).Behind the numbers: Ending school violence and bullying. UNESCO Education Centre, Paris.
Viner, R. M., Ozer, E. M., Denny, S., Marmot, M., Resnick, M., Fatusi, A., & Currie, C. (2012). Adolescence and the social determinants of health.The Lancet, 379(9826), 1641-1652.
Waasdorp, T.E., Pas, E.T., Zablotsky, B. & Bradshaw, C.P. (2017). Ten-year trends in bullying and related attitudes among 4th- to 12th-graders.Pediatrics, 139(6), e20162615.https://doi.org/10.1542/peds.2016-2615
Zych, I., Ortega-Ruiz, R., & del Rey, R. (2015). Scientific research on bullying and cyberbullying: Where have we been and where are we going. Aggression and Violent Behavior, 23, 1-21.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	袁雯, 张旭然, 郭惠, 李燕芳. 儿童欺凌网络的结构特征与变化特点：基于社会网络分析视角[J]. 心理发展与教育, 2026, 42(2): 234-244.
[2]	李泱巾, 陆增颜, 郭俊俏, 赵必华. 高年级小学生师生关系、学校归属感与校园受欺凌的关系：一项交叉滞后分析[J]. 心理发展与教育, 2026, 42(2): 245-253.
[3]	李蓓蕾, 林彤, 赖梅艳, 车猛, 邓林园. 初中生欺凌、受害与亲社会行为的关系：基于发展级联理论的交叉滞后分析[J]. 心理发展与教育, 2026, 42(2): 264-273.
[4]	杨淑芸, 李紫涵, 任萍. 欺凌受害对早期青少年自伤的影响:孤独感与情绪调节策略的作用[J]. 心理发展与教育, 2026, 42(1): 121-130.
[5]	鲍振宙, 杨凌青, 储怡佳, 于明申, 徐梓唯. 青少年亲欺凌旁观行为的发展轨迹:界定亚群组及其影响因素[J]. 心理发展与教育, 2026, 42(1): 131-141.
[6]	谢宇, 贺荟中, 王磊, 戴惟熙. 孤独症儿童与典型发展儿童内隐学习物品情景线索的比较研究[J]. 心理发展与教育, 2025, 41(6): 761-769.
[7]	曹贤才, 张浩, 周博霖, 陈宪涛, 崔晨虹, 吴捷. 影响老年人技术接受的因素——基于技术接受模型的元分析[J]. 心理发展与教育, 2025, 41(6): 799-816.
[8]	戴琳, 任筱宇, 赵婧, 毕鸿燕. 视觉大细胞-背侧通路干预下阅读障碍儿童的应答机制研究[J]. 心理发展与教育, 2025, 41(6): 830-839.
[9]	刘燊, 范航, 王喆, 宋明华, 滕瀚. 父母婚姻冲突与中学生欺凌行为的关系:越轨同伴交往和感觉寻求的作用[J]. 心理发展与教育, 2025, 41(2): 235-244.
[10]	鲍振宙, 储怡佳, 王帆, 柳希希, 于明申. 受欺凌经历对青少年亲欺凌旁观行为的影响:道德推脱与感知班级反欺凌规范的作用机制[J]. 心理发展与教育, 2025, 41(2): 265-275.
[11]	李艳玮, 黄一依, 翟清灼, 周文沁, 袁宗金. 儿童早期易怒:特性、评估、风险因素与干预[J]. 心理发展与教育, 2025, 41(1): 135-144.
[12]	洪德帆, 徐逸杰, 胡茜, 张嘉瑛, 黄莹莹, 毛然, 陈静, 蒋索. 青少年校园受欺凌与自杀意念的关系: 基于潜调节的结构方程模型[J]. 心理发展与教育, 2024, 40(5): 706-719.
[13]	胡志琴, 熊猛. 相对剥夺感与大学生网络欺凌的关系：道德推脱的中介作用与道德认同的调节作用[J]. 心理发展与教育, 2024, 40(3): 346-356.
[14]	王伊萌, 王振东, 汪凤炎. “当局者迷”破解之道：智慧的正念干预研究——个人成长主动性与反思的作用[J]. 心理发展与教育, 2024, 40(1): 142-152.
[15]	纪林芹, 邹小慧, 张露露, 张良. 儿童青少年欺凌行为与冷酷无情、共情的关系:交叉滞后分析[J]. 心理发展与教育, 2023, 39(4): 532-541.