文章摘要
张国宝,许诺,韩阿珠,谢国蝶,陈俐如,苏普玉.大学前不同阶段同伴欺凌经历与大学生生活质量的关联研究[J].中华流行病学杂志,2019,40(8):965-970
大学前不同阶段同伴欺凌经历与大学生生活质量的关联研究
Association between suffering experiences from precollege peer bullying at different stages and the quality of health-related life among college students
投稿时间:2019-01-02  
DOI:10.3760/cma.j.issn.0254-6450.2019.08.017
中文关键词: 同伴欺凌;生活质量;大学生
英文关键词: Peer bullying;Quality of life;College students
基金项目:国家自然科学基金(81573163,81874268)
作者单位E-mail
张国宝 安徽医科大学公共卫生学院儿少卫生与妇幼保健学系 人口健康与优生安徽省重点实验室, 合肥 230032  
许诺 安徽医科大学公共卫生学院儿少卫生与妇幼保健学系 人口健康与优生安徽省重点实验室, 合肥 230032  
韩阿珠 安徽医科大学公共卫生学院儿少卫生与妇幼保健学系 人口健康与优生安徽省重点实验室, 合肥 230032  
谢国蝶 安徽医科大学公共卫生学院儿少卫生与妇幼保健学系 人口健康与优生安徽省重点实验室, 合肥 230032  
陈俐如 安徽医科大学公共卫生学院儿少卫生与妇幼保健学系 人口健康与优生安徽省重点实验室, 合肥 230032  
苏普玉 安徽医科大学公共卫生学院儿少卫生与妇幼保健学系 人口健康与优生安徽省重点实验室, 合肥 230032 supuyu@ahmu.edu.cn 
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中文摘要:
      目的 探讨大学前不同阶段同伴欺凌经历对大学生生活质量的影响。方法 2018年10月采用分层整群抽样方法选取安徽省合肥市4所高校4 034名在校大学生作为研究对象,调查研究对象大学前不同阶段同伴欺凌经历和当前的生活质量。采用t检验和方差分析比较不同组各维度得分差异,采用多元线性回归模型分别分析大学前不同阶段欺凌经历、不同欺凌种数与大学生生活质量的关系。结果 4 034名大学生生活质量4个维度(生理、心理、社会关系和环境)得分分别为12.61±2.02、14.09±2.62、13.72±2.71和13.77±2.46。多元线性回归分析(控制相关混杂因素)结果显示,大学生在小学(β=-0.21)、中学(β=-0.27)和两阶段(β=-0.56)被言语欺凌、中学阶段被关系欺凌(β=-0.21)、中学阶段被躯体欺凌(β=-0.38)和两阶段躯体欺凌(β=-0.67)均与大学生生活质量生理维度得分呈负相关;大学生在两阶段被言语欺凌(β=-0.41)和中学阶段被关系欺凌(β=-0.42)与大学生生活质量心理维度得分呈负相关;大学生在中学阶段被关系欺凌(β=-0.32)、中学(β=-0.51)和两阶段被躯体欺凌(β=-0.57)均与大学生生活质量社会关系维度得分呈负相关;大学生在小学和两阶段被言语欺凌(β=-0.20、-0.46)和关系欺凌(β=-0.35、-0.90)均与大学生生活质量环境维度得分呈负相关,差异均有统计学意义(P<0.05)。欺凌受害指数与大学生生活质量生理、心理、社会关系和环境4个维度得分呈负相关(β=-0.33、-0.36、-0.30、-0.33);实施欺凌指数与大学生生活质量4个维度得分也呈负相关(β=-0.28、-0.31、-0.23、-0.28),相关性差异均有统计学意义(P<0.001)。结论 大学前不同阶段欺凌经历均与大学生生活质量各维度得分降低有关联,应加强大学前不同阶段同伴欺凌的预防控制。
英文摘要:
      Objective To explore the effects of precollege peer bullying at different stages, on quality of life (QOL) among college students. Methods A stratified cluster sampling method was used to select participants in October, 2018. Cluster sampling method was adopted to recruit a sample of 4 034 college students from four universities in Hefei city, Anhui province. Relations between peer bullying at different stages before entering college, and the quality of life, were investigated. t test and analysis of variance were used to compare the differences of QOL in different groups. Multiple linear regression models were used to assess the associations between various types of peer bullying at different stages and the QOL at precollege days. Results Among all the 4 034 college students under study, mean scores of the 4 dimensions of QOL appeared as physical (12.61±2.02), psychological (14.09±2.62), social relationship (13.72±2.71) and environment (13.77±2.46), respectively. After adjusting the confounding factors, data from multiple linear regression showed that, factors as verbal bullying victimization during primary school (β=-0.21)/secondary school (β=-0.27)/or at both periods (β=-0.56), relational (β=-0.21) and physical (β=-0.38) bullying victimization in secondary school, and physical bullying victimization in both periods (β=-0.67) were negatively correlated with the physical dimension of QOL. Verbal bullying victimization in both periods (β=-0.41) and relational bullying victimization in secondary school (β=-0.42) were negatively correlated with psychological dimension of QOL. Factors as relational (β=-0.32) and physical (β=-0.51) bullying victimization in secondary school, physical/cyber bullying victimization in both periods (β=-0.57) were negatively correlated with the social dimension of QOL. Verbal bullying victimization during primary school (β=-0.20) and both periods (β=-0.46), relational bullying perpetration during primary school (β=-0.35) or at both periods (β=-0.90) were negatively correlated with the environmental dimension of QOL (All P<0.05). Index related to bullying victimization (β=-0.33, -0.36, -0.30, -0.33) and bullying perpetration β=-0.28, -0.31, -0.23, -0.28) were both negatively correlated to all the 4 dimensions (physical, psychological, social relationship and environment) of QOL (P<0.001). Conclusions Various forms of peer bullying experiences occurring before college, were associated with the decreased scores of QOL in different domains, among the university students. Programs on prevention and control of peer bullying in different stages before college days seemed important thus should be strengthened.
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