Can Social and Emotional Skills Effectively Reduce Students’ Bullying: Empirical Analyses Based on OECD Social and Emotional Skills Study

doi:10.16382/j.cnki.1000-5560.2023.04.004

Abstract

Abstract:

Grounded on the social ecology theory and the OECD social and emotional skills framework, this study described the current situation of bullying among students aged 10 and 15, and explored the individual factors and environmental factors affecting bullying based on the OECD survey data in Suzhou. On the one hand, the results confirmed the relationship between demographic factors, environmental factors and bullying victimization, and found that although the prevalence of cyberbullying victimization was low, it was highly correlated with school bullying victimization. On the other hand, it explores the relative importance of social and emotional skills on bullying victimization through relative importance analysis, in which self-control and stress resistance were key factors in predicting students from school bullying and cyberbullying, and trusting skill was a protective factor from cyberbullying. The study reveals the close relationship between social and emotional skills and bullying victimization, and enlightens to carry out all-round and targeted prevention and intervention of bullying victimization from the perspective of social and emotional skills.

Key words: social and emotional skills, school bullying, cyberbullying, relative importance analysis

Jing Zhang, Zeliang Jin, Zhongjing Huang. Can Social and Emotional Skills Effectively Reduce Students’ Bullying: Empirical Analyses Based on OECD Social and Emotional Skills Study[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 46-55.

Figures/Tables 5

	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19
1.受校园欺凌	1	.49**	?.17**	?.18**	?.16**	?.20**	?.20**	?.19**	?.16**	?.21**	?.22**	?.12**	?.14**	?.09**	?.16**	?.05**	?.15**	?.28**	.23**
2.受网络欺凌		1	?.11**	?.14**	?.12**	?.15**	?.17**	?.15**	?.08**	?.14**	?.17**	?.05**	?.10**	?.05**	?.08**	0.01	?.08**	?.19**	.22**
3.责任感	?.18**		1	.72**	.55**	.32**	.46**	.47**	.59**	.63**	.42**	.43**	.55**	.47**	.41**	.34**	.45**	.41**	?.25**
4.毅力	?.21**		.72**	1	.60**	.43**	.51**	.55**	.57**	.61**	.48**	.44**	.65**	.53**	.41**	.35**	.52**	.45**	?.30**
5.自控力	?.19**		.61**	.66**	1	.24**	.33**	.51**	.47**	.44**	.28**	.35**	.46**	.39**	.27**	.22**	.31**	.30**	?.21**
6.抗压力	?.23**		.45**	.50**	.40**	1	.60**	.57**	.34**	.37**	.42**	.25**	.37**	.39**	.41**	.25**	.56**	.44**	?.26**
7.乐观	?.23**		.52**	.56**	.47**	.57**	1	.62**	.51**	.58**	.59**	.43**	.54**	.47**	.58**	.26**	.65**	.58**	?.33**
8.情绪控制	?.23**		.55**	.59**	.58**	.56**	.60**	1	.48**	.52**	.47**	.34**	.48**	.41**	.41**	.17**	.48**	.45**	?.31**
9.共情	?.18**		.65**	.67**	.60**	.44**	.60**	.59**	1	.75**	.53**	.50**	.52**	.52**	.64**	.37**	.52**	.52**	?.20**
10.合作	?.23**		.67**	.69**	.58**	.50**	.62**	.61**	.76**	1	.64**	.51**	.58**	.49**	.65**	.32**	.55**	.60**	?.27**
11.信任	?.23**		.42**	.42**	.32**	.34**	.54**	.42**	.51**	.55**	1	.36**	.45**	.34**	.51**	.16**	.48**	.54**	?.28**
12.包容度	?.16**		.48**	.53**	.49**	.39**	.52**	.46**	.57**	.58**	.42**	1	.58**	.51**	.45**	.32**	.41**	.39**	?.19**
13.好奇心	?.19**		.63**	.69**	.60**	.45**	.57**	.56**	.63**	.67**	.45**	.64**	1	.62**	.42**	.33**	.52**	.46**	?.28**
14.创造性	?.12**		.57**	.59**	.54**	.49**	.58**	.53**	.60**	.60**	.37**	.60**	.62**	1	.46**	.40**	.54**	.40**	?.16**
15.乐群	?.20**		.48**	.47**	.39**	.43**	.60**	.46**	.61**	.63**	.49**	.54**	.51**	.54**	1	.38**	.61**	.64**	?.17**
16.果敢	?.09**		.37**	.39**	.37**	.30**	.34**	.28**	.36**	.35**	.19**	.39**	.41**	.43**	.36**	1	.41**	.29**	?.09**
17.活力	?.20**		.52**	.55**	.43**	.55**	.63**	.52**	.55**	.58**	.41**	.50**	.54**	.59**	.55**	.40**	1	.54**	?.25**
18.学校归属感	?.38**		.50**	.51**	.43**	.44**	.56**	.47**	.54**	.58**	.46**	.47**	.53**	.48**	.59**	.37**	.52**	1	?.29**
19.亲子问题	.30**		?.25**	?.28**	?.26**	?.26**	?.31**	?.29**	?.24**	?.29**	?.24**	?.20**	?.31**	?.21**	?.23**	?.11**	?.26**	?.35**	1

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		从未（95%CI）	一年几次（95%CI）	一月几次（95%CI）	一周一次及以上（95%CI）
10岁组（N = 3647）	女（N=1660）	50.1（47.7—52.5）	30.6（28.4—32.8）	8.6（7.2—9.9）	10.8（9.3—12.3）
10岁组（N = 3647）	男（N=1987）	42.0（39.8—44.1）	31.7（29.6—33.7）	12.0（10.5—13.4）	14.4（12.8—15.9）
15岁组（N = 3621）	女（N=1762）	61.0（58.7—63.3）	29.6（27.4—31.7）	6.5（5.3—7.6）	3.0（2.2—3.7）
15岁组（N = 3621）	男（N=1859）	45.6（43.3—47.8）	37.5（35.3—39.8）	9.9（8.5—11.3）	7.0（5.8—8.2）
合计	（N=7268）	49.4（48.2—50.5）	32.4（31.3—33.5）	9.3（8.7—10.0）	8.9（8.2—9.6）

		从未（95%CI）	一年几次（95%CI）	一月几次（95%CI）	一周一次及以上（95%CI）	我不使用社交媒体（95%CI）
性别	女（N=1762）	83.1（81.3—84.8）	14.6（13.0—16.3）	1.1（0.6—1.6）	0.9（0.4—1.3）	0.3（0.0—0.5）
	男（N=1859）	77.7（75.8—79.6）	17.6（15.9—19.3）	2.5（1.8—3.2）	1.1（0.6—1.6）	1.1（0.6—1.6）
合计	（N=3621）	80.3（79.0—81.6）	16.2（15.0—17.4）	1.8（1.4—2.3）	1.0（0.7—1.3）	0.7（0.4—1.0）

		从未（95%CI）	仅受校园欺凌（95%CI）	仅受网络欺凌（95%CI）	二者兼有（95%CI）
性别	女（N=1762）	90.0（88.5—91.4）	8.1（6.8—9.3）	0.6（0.3—1.0）	1.4（0.8—1.9）
性别	男（N=1859）	82.0（80.2—83.7）	14.4（12.8—16.0）	1.1（0.6—1.6）	2.5（1.8—3.2）
合计	（N=3621）	85.9（84.7—87.0）	11.3（10.3—12.4）	0.9（0.6—1.2）	1.9（1.5—2.4）

预测变量	10岁组受校园欺凌		15岁组受校园欺凌		15岁组受网络欺凌
预测变量	OR	RW	OR	RW	OR	RW
性别（1 = 女性）	0.671	4.10	0.396	15.74	0.449	9.87
SES	0.908	1.95	0.998	0.34	1.140	0.50
学校归属感	0.944	40.11	0.941	35.89	0.951	20.95
亲子问题	1.022	17.25	1.027	15.30	1.032	19.47
责任感	—	—	—	—	—	—
毅力	—	—	0.998	7.26	—	—
自控力	0.999	5.01	0.997	6.87	0.996	9.99
抗压力	0.998	10.27	0.997	14.80	0.998	8.32
乐观	—	—	—	—	—	—
情绪控制	0.999	6.88	—	—	—	—
共情	1.002	2.82	—	—	—	—
合作	—	—	—	—	—	—
信任	0.999	5.57	—	—	0.995	21.14
包容度	—	—	—	—	1.003	1.43
好奇心	—	—	1.002	2.99	—	—
创造性	1.002	2.21	—	—	0.998	4.76
乐群	1.002	3.84	—	—	1.005	3.56
果敢	—	—	1.002	0.82	—	—
活力	—	—	—	—	—	—
社会与情感能力解释的R²占比	36.59	32.74	49.21
R²		14.64		11.24		6.18

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