中小学生对欺负现象本质内涵的感知*

心理与行为研究 ›› 2014, Vol. 12 ›› Issue (5): 639-644.

中小学生对欺负现象本质内涵的感知^*

陈光辉

山东师范大学心理学院,济南 250014

收稿日期:2014-04-18 出版日期:2014-09-20 发布日期:2014-12-19
作者简介:陈光辉,男,山东师范大学心理学院讲师,博士。E-mail:chengh2100@126.com。
基金资助:
山东省优秀中青年科学家科研奖励基金项目(BS2013SF017)、山东省社会科学规划研究项目(13CJYJ10)和山东省“十二五”特色重点学科(发展与教育心理学)资助。

The Perception to Definition of Qifu Phenomenon from Primary and Junior Middle Students

Chen Guanghui

School of Psychology, Shandong Normal University, Jinan 250014

Received:2014-04-18 Online:2014-09-20 Published:2014-12-19

摘要/Abstract

摘要： 近年来国内的欺负研究均是直接采用西方“bullying”的内涵界定、理论假说以及测评工具。本研究采用访谈法,立足本土文化探究欺负现象的本质内涵,为测评工具的研发和问题干预提供现实依据。来自54名欺负者、受欺负者、一般者的访谈结果发现:(1)欺负是一种强者有意伤害弱者,且会给弱者带来伤害的攻击行为,其界定性特征是故意伤害性、受伤害性和关系双方间的力量不均衡性。(2) 重复发生性、难以反抗性和道德评判性均是欺负的伴生性特征。(3)欺负现象中蕴含两种关系特征:因果性伤害关系和强弱对比关系。

关键词: 欺负, 受欺负, 力量不均衡性, 访谈

Abstract: Bullying is a common phenomenon with relatively high prevalence in all countries investigated, however, the cross-linguistic differences of definitions was usually neglected. In China, the relative researches were completely based on the definition, theories and measures of bullying, and qifu was used as the counterpart. This paper was aimed at investigating the definition and characteristics of qifu in Chinese by interviewing the primary and junior middle school students. The present study found that the phenomenon of qifu is that the strong harms the weak intentionally, and the weak suffered injury. The three defined characteristics of qifu are intentionality, suffering, and imbalance of power between perpetrators and victims, while repetition, indefensibility, and immorality are only accompanying characteristics. Conclusion: qifu phenomenon in Chinese circumstance was different from bullying in English.

Key words: Qifu, victimization, imbalance of power, interview

中图分类号:

B844.2

陈光辉. 中小学生对欺负现象本质内涵的感知^*[J]. 心理与行为研究, 2014, 12(5): 639-644.

Chen Guanghui. The Perception to Definition of Qifu Phenomenon from Primary and Junior Middle Students[J]. Studies of Psychology and Behavior, 2014, 12(5): 639-644.

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