目的 研究农村留守儿童校园欺凌行为的现状以及学校生活满意度、自尊与校园欺凌行为的关系,为关注留守儿童心理健康提供依据。方法 2017年8月-2018年1月采取整群随机抽样的方法,从湖南、河南、辽宁、广西四省6所农村学校共抽取605名小学5年级学生作为研究对象,其中留守儿童273名,非留守儿童332名,采用学校生活满意度问卷、自尊量表、校园欺凌问卷进行测量。结果 留守儿童比非留守儿童遭受了更多的校园欺凌行为(t=2.90,P＜0.01);校园欺凌行为和受欺凌行为均与学校生活满意度呈显著负相关(r=-0.296,-0.219,P<0.01);自尊与学校生活满意度呈显著正相关(r=0.388,P＜0.01);自尊在学校生活满意度与校园受欺凌行为之间起部分中介作用(β=-0.25,P＜0.05)。结论 留守儿童比非留守儿童遭受更多的校园欺凌行为,学校方面应尽量为儿童创造和谐的校园环境,提高留守儿童的生活满意度,同时通过开展心理活动健康教育,减少校园欺凌行为的发生。

Objective To understand the current situation of bullying behavior in rural left-behind children,and to analyze the relationship among school life satisfaction,self-esteem and bullying behavior. Methods A total of 605 pupils in grade 5 from 6 primary schools in rural area of Hunan,Henan,Liaoning and Guangxi provinces were selected as participants by cluster random sampling,including 273 children left-behind and 332 non-left-behind children.School Life Satisfaction Questionnaire,Self-esteem Scale,Campus Bullying Questionnaire were used to measure children′s school life experience,self-esteem and bullying experience. Results Left-behind children suffered from more school bullying behaviors than non-left-behind children (t=2.90,P<0.01).Bullying behavior and being bullied experience in school were negatively correlated with school life satisfaction (r=-0.296,-0.219, P<0.01).And there was significantly positive correlation between self-esteem and school life satisfaction (r=0.388, P<0.01).Self-esteem played a partial mediating role between school life satisfaction and bullying behavior in campus (β=-0.25, P<0.05). Conclusions Left-behind children suffer more school bullying behaviors than non-left-behind children.So harmonious campus environment is expected to be created for children in schools,in order to improve life satisfaction of left-behind children.At the same time,psychological health education is suggested to be conducted,thereby reducing the occurrence of bullying on campus.