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Article(id=1241035548303872368, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241035543589483182, articleNumber=null, orderNo=null, doi=10.20043/j.cnki.MPM.202406116, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1717689600000, receivedDateStr=2024-06-07, revisedDate=null, revisedDateStr=null, acceptedDate=null, acceptedDateStr=null, onlineDate=1773815532040, onlineDateStr=2026-03-18, pubDate=1735056000000, pubDateStr=2024-12-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1773815532040, onlineIssueDateStr=2026-03-18, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1773815532040, creator=13701087609, updateTime=1773815532040, updator=13701087609, issue=Issue{id=1241035543589483182, tenantId=1146029695717560320, journalId=1227665162245664772, year='2024', volume='51', issue='24', pageStart='4417', pageEnd='4608', issueExtLink='null', onlineDate='null', pubDate='null', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1773815530917, creator=13701087609, updateTime=1773815686426, updator=13701087609, preIssue=null, nextIssue=null, ext={EN=IssueExt(id=1241036195896029478, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241035543589483182, language=EN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=), CN=IssueExt(id=1241036195896029479, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241035543589483182, language=CN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=)}, issueFiles=null}, startPage=4499, endPage=4504, ext={EN=ArticleExt(id=1241035548861714810, articleId=1241035548303872368, tenantId=1146029695717560320, journalId=1227665162245664772, language=EN, title=Reliability and validity of the Chinese version of the short form of the Personal Experiences Checklist in primary and secondary school students, columnId=null, journalTitle=Modern Preventive Medicine, columnName=null, runingTitle=null, highlight=null, articleAbstract=
Objective

To translate the Chinese version of Personal Experience Scale (PECK-SF) into Chinese and test its reliability and validity in primary and secondary school students in China.

Methods

The Chinese version of PECK-SF was used to investigate the bullying victimization of 10 250 primary and secondary school students over 9 years old, and exploratory factor analysis and confirmatory factor analysis were conducted respectively. The Center of Epidemiological Studies Depression Scale for Children (CES-DC) and the School Connectedness Scale (SCS) were used as criterion scales.

Results

Item analysis showed that the scores of all items in Chinese version of PECK-SF were significantly positively correlated with the total score of the scale (r=0.548-0.704, P<0.001). Exploratory factor analysis showed that the 4-factor cumulative variance explanation rate was 64.709%. The results of confirmatory factor analysis showed that the scale fitting index was good (RMSEA=0.066, RMR=0.009, GFI=0.952, AGFI=0.929, CFI=0.941). The Chinese version of PECK-SF total scale and score by each dimension were positively correlated with CES-DC scores (r=0.273-0.492, P<0.001), and negatively correlated with SCS scores (r= -0.198——0.347, P<0.001). The Cronbach’s α coefficient of this scale is 0.879, and the split-half reliability is 0.764.

Conclusion

The Chinese version of PECK-SF has good reliability and validity and can be used as a bullying victimization assessment tool for primary and secondary school students over 9 years old.

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目的

对中文版个人经历量表简表（PECK-SF）进行汉化并检验其在我国中小学生中的信效度。

方法

采用中文版PECK-SF对10 250名9岁以上中小学生欺凌受害情况进行调查，分别进行探索性因子分析和验证性因子分析；采用流调中心抑郁量表（CES-DC）和学校联结量表（SCS）作为效标量表。

结果

项目分析显示中文版PECK-SF各条目得分均与量表总分显著正相关（r=0.548~0.704, P<0.001）；探索性因子分析显示量表的4因子累计方差解释率为64.709%；验证性因子分析结果显示量表拟合指数良好（RMSEA=0.066, RMR=0.009, GFI=0.952, AGFI=0.929, CFI=0.941）；中文版PECK-SF总分及各维度得分均与CES-DC得分显著正相关（r=0.273~0.492, P<0.001），与SCS得分显著负相关（r= -0.198~-0.347, P<0.001）；总量表的Cronbach α系数为0.879，分半信度为0.764。

结论

中文版PECK-SF具有良好的信效度，可作为9岁以上中小学生欺凌受害的评估工具。

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吴俊端，E-mail:
, copyrightStatement=本刊刊出的所有文章不代表中华预防医学会和本刊编委会的观点，除非特别声明。, copyrightOwner=中华预防医学会和四川大学华西公共卫生学院, extLink=null, articleAbsUrl=null, sourceXml=+9O1ZzYa8EmsXKFK8L5U6A==, magXml=jO3d9R+s0yV0TNMFGRK6NA==, pdfUrl=null, pdf=H6t1Pte45mBwE6ZbKKB1zw==, pdfFileSize=677182, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=fXRYRVSi0bje3oKCYI8ZtA==, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=kCMrZp54Q+AL/N4CCmm1VQ==, mapNumber=null, authorCompany=null, fund=null, authors=

江小玉（1998—），女，硕士在读，研究方向：儿童青少年精神卫生

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江小玉（1998—），女，硕士在读，研究方向：儿童青少年精神卫生

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江小玉（1998—），女，硕士在读，研究方向：儿童青少年精神卫生

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4.广西医科大学公共卫生学院
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Ethical reflection on bullying in primary and middle schools［J］. Contemporary Education and Culture, 2018, 10(4): 33-38. (In Chinese), articleTitle=Ethical reflection on bullying in primary and middle schools, refAbstract=null), Reference(id=1241070000769913514, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548303872368, doi=null, pmid=null, pmcid=null, year=2020, volume=76, issue=9, pageStart=2209, pageEnd=2211, url=null, language=null, rfNumber=［34］, rfOrder=38, authorNames=Alavi M, Visentin DC, Thapa DK, journalName=Journal of Advanced Nursing, refType=null, unstructuredReference=Alavi M, Visentin DC, Thapa DK, et al. Chi-square for model fit in confirmatory factor analysis［J］. 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The exploratory factor analysis results of the Chinese version of PECK-SF

, figureFileSmall=null, figureFileBig=null, tableContent=
条目关系-言语欺凌网络欺凌身体欺凌文化欺凌
V1 故意无视我的存在0.756
V2 用不真实的事情取笑我0.760
V3 告诉其他同学不要和我一起玩0.671
V4 在背后说我坏话0.782
V5 让其他同学联合起来取笑我0.703
V6 因口音或语言（如夹壮、说壮话）取笑我0.575
V7 因为我来自哪里（如农村）而排挤我0.785
V8 在电话/微信/QQ里威胁我0.657
V9 通过短信/微信/QQ对我说一些肮脏的话0.777
V10 给我发了一些令人讨厌的话或短视频0.791
V11 在朋友圈/说说/抖音/快手散布关于我的坏话0.513
V12 告诉其他同学，让他/她们一起打我0.640
V13 猛推/乱撞我0.783
V14 打我的身子，如头部0.821
方差贡献值（%）22.64715.79514.16012.107
累计方差贡献率（%）22.64738.44252.60264.709
), ArticleFig(id=1241069994176467384, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548303872368, language=CN, label=表1, caption=

中文版PECK-SF探索性因子分析结果

, figureFileSmall=null, figureFileBig=null, tableContent=
条目关系-言语欺凌网络欺凌身体欺凌文化欺凌
V1 故意无视我的存在0.756
V2 用不真实的事情取笑我0.760
V3 告诉其他同学不要和我一起玩0.671
V4 在背后说我坏话0.782
V5 让其他同学联合起来取笑我0.703
V6 因口音或语言（如夹壮、说壮话）取笑我0.575
V7 因为我来自哪里（如农村）而排挤我0.785
V8 在电话/微信/QQ里威胁我0.657
V9 通过短信/微信/QQ对我说一些肮脏的话0.777
V10 给我发了一些令人讨厌的话或短视频0.791
V11 在朋友圈/说说/抖音/快手散布关于我的坏话0.513
V12 告诉其他同学，让他/她们一起打我0.640
V13 猛推/乱撞我0.783
V14 打我的身子，如头部0.821
方差贡献值（%）22.64715.79514.16012.107
累计方差贡献率（%）22.64738.44252.60264.709
), ArticleFig(id=1241069994251964865, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548303872368, language=EN, label=Table 2, caption=

Model fitness

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拟合指标χ2dfχ2/dfRMSEARMRGFIAGFICFI
样本（n=10 250）3 260.4667145.9220.0660.0090.9520.9290.941
拟合标准-<3.000<0.080<0.050>0.900>0.900>0.900
), ArticleFig(id=1241069994373599691, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548303872368, language=CN, label=表2, caption=

模型拟合度

, figureFileSmall=null, figureFileBig=null, tableContent=
拟合指标χ2dfχ2/dfRMSEARMRGFIAGFICFI
样本（n=10 250）3 260.4667145.9220.0660.0090.9520.9290.941
拟合标准-<3.000<0.080<0.050>0.900>0.900>0.900
), ArticleFig(id=1241069994465874385, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548303872368, language=EN, label=Table 3, caption=

The total score of PECK-SF and the correlation between each dimension and the criterion scale(r)

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123456
1.PECK-SF1.000
2.关系-言语欺凌0.816a1.000
3.文化欺凌0.713a0.491a1.000
4.网络欺凌0.839a0.525a0.489a1.000
5.身体欺凌0.758a0.458a0.466a0.520a1.000
6.SCS-0.322a-0.347a-0.208a-0.234a-0.198a1.000
7.CES-DC0.452a0.492a0.278a0.334a0.273a-0.524a
), ArticleFig(id=1241069994612675031, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548303872368, language=CN, label=表3, caption=

PECK-SF总分及其各维度与效标量表之间的相关性(r)

, figureFileSmall=null, figureFileBig=null, tableContent=
123456
1.PECK-SF1.000
2.关系-言语欺凌0.816a1.000
3.文化欺凌0.713a0.491a1.000
4.网络欺凌0.839a0.525a0.489a1.000
5.身体欺凌0.758a0.458a0.466a0.520a1.000
6.SCS-0.322a-0.347a-0.208a-0.234a-0.198a1.000
7.CES-DC0.452a0.492a0.278a0.334a0.273a-0.524a
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中文版个人经历量表简表在中小学生中的信效度检验
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江小玉 1 , 韦乔悦 2 , 尹雯雯 3 , 潘水波 4 , 戴晨阳子 4 , 周林华 4 , 王春艳 4 , 吴俊端 1, 4, 5
现代预防医学 | 儿少卫生与妇幼保健 2024,51(24): 4499-4504
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现代预防医学 | 儿少卫生与妇幼保健 2024, 51(24): 4499-4504
中文版个人经历量表简表在中小学生中的信效度检验
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江小玉1, 韦乔悦2, 尹雯雯3, 潘水波4, 戴晨阳子4, 周林华4, 王春艳4, 吴俊端1, 4, 5
作者信息
  • 1.广西医科大学第二附属医院，广西 南宁 530007
  • 2.武汉大学公共卫生学院
  • 3.湖北文理学院理工学院
  • 4.广西医科大学公共卫生学院
  • 5.广西卫生职业技术学院临床医学院

    • 江小玉（1998—），女，硕士在读，研究方向：儿童青少年精神卫生

通讯作者:

吴俊端，E-mail:
Reliability and validity of the Chinese version of the short form of the Personal Experiences Checklist in primary and secondary school students
Xiao-yu JIANG1, Qiao-yue WEI2, Wen-wen YIN3, Shui-bo PAN4, Chen-yang-zi DAI4, Lin-hua ZHOU4, Chun-yan WANG4, Jun-duan WU1, 4, 5
Affiliations
  • The Second Affiliated Hospital of Guangxi Medical University, Nanning 530007, China
出版时间: 2024-12-25 doi: 10.20043/j.cnki.MPM.202406116
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摘要
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目的

对中文版个人经历量表简表（PECK-SF）进行汉化并检验其在我国中小学生中的信效度。

方法

采用中文版PECK-SF对10 250名9岁以上中小学生欺凌受害情况进行调查，分别进行探索性因子分析和验证性因子分析；采用流调中心抑郁量表（CES-DC）和学校联结量表（SCS）作为效标量表。

结果

项目分析显示中文版PECK-SF各条目得分均与量表总分显著正相关（r=0.548~0.704, P<0.001）；探索性因子分析显示量表的4因子累计方差解释率为64.709%；验证性因子分析结果显示量表拟合指数良好（RMSEA=0.066, RMR=0.009, GFI=0.952, AGFI=0.929, CFI=0.941）；中文版PECK-SF总分及各维度得分均与CES-DC得分显著正相关（r=0.273~0.492, P<0.001），与SCS得分显著负相关（r= -0.198~-0.347, P<0.001）；总量表的Cronbach α系数为0.879，分半信度为0.764。

结论

中文版PECK-SF具有良好的信效度，可作为9岁以上中小学生欺凌受害的评估工具。

欺凌  /  学生  /  信度  /  效度  /  量表
Objective

To translate the Chinese version of Personal Experience Scale (PECK-SF) into Chinese and test its reliability and validity in primary and secondary school students in China.

Methods

The Chinese version of PECK-SF was used to investigate the bullying victimization of 10 250 primary and secondary school students over 9 years old, and exploratory factor analysis and confirmatory factor analysis were conducted respectively. The Center of Epidemiological Studies Depression Scale for Children (CES-DC) and the School Connectedness Scale (SCS) were used as criterion scales.

Results

Item analysis showed that the scores of all items in Chinese version of PECK-SF were significantly positively correlated with the total score of the scale (r=0.548-0.704, P<0.001). Exploratory factor analysis showed that the 4-factor cumulative variance explanation rate was 64.709%. The results of confirmatory factor analysis showed that the scale fitting index was good (RMSEA=0.066, RMR=0.009, GFI=0.952, AGFI=0.929, CFI=0.941). The Chinese version of PECK-SF total scale and score by each dimension were positively correlated with CES-DC scores (r=0.273-0.492, P<0.001), and negatively correlated with SCS scores (r= -0.198——0.347, P<0.001). The Cronbach’s α coefficient of this scale is 0.879, and the split-half reliability is 0.764.

Conclusion

The Chinese version of PECK-SF has good reliability and validity and can be used as a bullying victimization assessment tool for primary and secondary school students over 9 years old.

Bullying  /  Student  /  Reliability  /  Validity  /  Scale
江小玉, 韦乔悦, 尹雯雯, 潘水波, 戴晨阳子, 周林华, 王春艳, 吴俊端. 中文版个人经历量表简表在中小学生中的信效度检验. 现代预防医学, 2024 , 51 (24) : 4499 -4504 . DOI: 10.20043/j.cnki.MPM.202406116
Xiao-yu JIANG, Qiao-yue WEI, Wen-wen YIN, Shui-bo PAN, Chen-yang-zi DAI, Lin-hua ZHOU, Chun-yan WANG, Jun-duan WU. Reliability and validity of the Chinese version of the short form of the Personal Experiences Checklist in primary and secondary school students[J]. Modern Preventive Medicine, 2024 , 51 (24) : 4499 -4504 . DOI: 10.20043/j.cnki.MPM.202406116
正文
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儿童青少年欺凌受害是全球关注的重要公共卫生问题。欺凌行为指个体在一定时间内持续或反复遭受同伴的恶意欺负和攻击[1]。当欺凌者与受害者之间存在力量不平衡时，受害者所受的伤害被定义为欺凌受害[2]。全球青少年的欺凌发生率为32.03%[3]，欧洲为22.1%[4]。在中国，青少年的欺凌受害率约为22.7%[5]。另有研究显示，我国有42.9%的青少年报告曾遭受过同伴欺凌[6]。欺凌受害会严重影响儿童青少年身心健康，包括引发焦虑[7]、抑郁[8]、低自尊[9]等内化问题；以及成绩下降[10]、辍学[11]及失眠[12]等行为问题；严重时甚至可能出现自杀相关行为[13-15]。欺凌受害的负面影响可能是长期的。纵向研究表明，欺凌受害与随后的抑郁症状密切相关[16]。受欺凌的儿童青少年在成年后患焦虑症、抑郁症和人格障碍等精神疾病的风险更高[17]。
欺凌受害形式多样，涵盖直接的言语和身体攻击，以及间接的社交排斥和网络欺凌等。随着科技的发展，智能手机等电子产品得到了广泛普及，网络欺凌问题也变得日益严重。调查显示37.5%的中学生参与网络欺凌，其中4.3%是欺凌者，20.4%是受害者，12.8%既是欺凌者也是受害者[18]。此外，中国不同民族和地区之间的语言、习俗和宗教差异，使得中小学生可能受到不同文化的影响或冲击。研究指出，文化差异已经影响至欺凌行为，引发了儿童青少年之间的文化欺凌[19]。与直接的言语和身体欺凌相比，间接的网络和文化欺凌是一种隐蔽的“软伤害”，常常不被教师和家长及时发现和干预。这种情况不仅对受害者造成了严重的心理和身体伤害，还助长了欺凌者任意欺负和伤害他人的不良风气。因此，完善网络和文化欺凌的评估形式对于全面了解学生的欺凌受害状况、及时干预和促进学生的全面健康发展至关重要。目前我国对中小学生欺凌的研究主要使用Olweus儿童欺负问卷[20]、特拉华欺凌受害量表（学生版）[21]及其他自编的欺凌问卷等[22]，但这些工具均未能全面覆盖网络欺凌和文化欺凌等形式的评估，因此需要引入更全面的评估工具。
Prinz对Hunt开发的个人经历量表（The Personal Experiences Checklist, PECK）[23]进行了简化，形成了个人经历量表简表（The Personal Experiences Checklist Short Form, PECK-SF）[24]。PECK-SF将量表条目数量从32个减至14个的同时仍涵盖原量表中的4个维度：关系-言语欺凌、身体欺凌、网络欺凌和文化欺凌。国外研究显示PECK-SF具有良好的心理测量属性[25]，但其在中国的适用性尚未得到充分验证。本次调查主要参照原量表PECK-SF的适用群体，以9岁以上中小学生作为研究对象，对PECK-SF进行汉化和信效度检验，评估PECK-SF在我国中小学生中的适用情况，旨在为研究欺凌受害提供一个全面而简洁的评估工具。
1 对象及方法
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1.1 被试
本研究采用分层整群抽样方法，于2022年12月在广西壮族自治区开展。首先，根据经济水平将广西城市分为高、中、低三档，并选择了南宁、柳州、北海、贵港、河池五个城市；其次，在每个城市随机选择1~2个县/区；最后，在选定的县/区中随机抽取小学、初中、高中各1~2所，并在每个年级随机抽取两个班级的学生作为研究对象。本次调查共收回10 409份问卷，剔除答题不完整、年龄小于9岁及回答有明显规律的问卷后，最终纳入的有效问卷为10 250份（有效率98.47%）。其中样本包含男生5 005人（48.8%），女生5 245人（51.2%）；受试者年龄为9~20岁，平均年龄14.26±2.28岁；是独生子女的有1 554人（15.2%）；汉族5 314人（51.8%），壮族3 120人（30.5 %），其他少数民族1 816人（17.7%）；4 863人（47.5%）来自城市，1 489人（14.5%）来自乡镇，3 898人（38%）来自农村。本次调查已获得广西医科大学伦理委员会的审查和批准（伦理号：20200016）。参与者和其父母或法定监护人签署了参加本研究的书面知情同意书。
1.2 研究工具
1.2.1 个人经历量表简表
个人经历量表简表（PECK-SF）主要用于评估9岁以上中小学生的受欺凌经历，由4个维度组成，包括关系-言语欺凌、文化欺凌、网络欺凌和身体欺凌。量表共有14个条目，采用Likert 4级评分法，原始量表选项包括：“从不”、“几乎不”、“有时”和“大多数时间或每天”，量表总分越高，提示其受欺凌情况越严重。在获得原作者同意后，两名医学心理学硕士研究生结合我国文化特点及中文的语言习惯对该量表进行初步翻译，再由一名英语专业的翻译人员进行回译，将回译的内容与原量表进行对比校正，最终形成汉化版本的PECK-SF。为评估量表的结构合理性、各条目在文化和语言习惯上的可理解度，将汉化完成的中文版PECK-SF问卷发放给30位学生进行问卷的预测，收集其反馈的信息并结合医学心理学及流行病学专家的意见，再次对量表进行修正，形成最终的中文版PECK-SF。
1.2.2 流调中心抑郁量表
流调中心抑郁量表（The Center of Epidemiological Studies Depression Scale for Children, CES-DC）用于评估中小学生的抑郁症状。该量表最初由Radloff编制[26]，后由Li翻译成中文[27]。该量表共有20个条目，是对过去一周内经历的抑郁症状的自我评分量表，每个条目采用0~3分的Likert 4级评分（完全没有、有时、经常、大多数时间），总分为0~60分，分值越高，抑郁症状越严重。得分≥16分提示抑郁症状阳性。在本研究中，该量表的Cronbach α系数为0.899。
1.2.3 学校联结量表
学校联结量表（School Connectedness Scale, SCS）由喻承甫等人编制，该量表总共有10个条目，包括同学支持、教师支持和学校归属感三个维度[28]。采用Likert 5级评分，从选项1“完全不同意”到选项5“完全同意”。其中，条目2和10为反向计分，总分越高表明学校联结水平越高。在本研究中，该量表的Cronbach α系数为0.877。
1.3 质量控制
在调查开始前，项目负责人对团队成员进行培训，确保成员们理解问卷内容和调查目的。问卷在教室集体填写，调查人员向学生解释调查目的和填写指南，指导学生正确填写。调查人员在填写过程中严格检查问卷，保证数据质量。调查结束后，对回收的问卷进行复审，剔除不合格问卷。此次调查依托“2022年广西学生常见病和健康影响因素监测与干预”项目，得到了当地疾控中心、中小学教师和校医的支持，提高了学生的参与度和合作度。
1.4 统计分析
采用Excel 2016录入数据，应用SPSS 26.0和Amos 25.0进行统计分析。计数资料采用频数和构成比（n, %）描述，计量资料采用均值±标准差（）描述，变量差异性比较采用独立样本t检验，相关关系采用Pearson相关分析。采用SPSS 26.0进行项目分析、探索性因子分析、效标分析和内部一致性检验；采用Amos 25.0进行验证性因子分析。检验水准α=0.05。
2 结果
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2.1 项目分析
采用相关系数法检验，结果显示中文版PECK-SF各条目得分均与量表总分呈正相关（r=0.548~0.704, P<0.001）。参考戴海琦编写的《心理与教育测量》及既往相关研究，当选取极端组值法进行项目分析时，对高低分数进行分组通常以高、低27%作为分界点，这样既能覆盖更多的受测者，又能保证高低分组间的差异更大。故本研究将10 250名被试按总分由高到低排序，取前面27%为高分组（≥19分），后面27%为低分组（≤14分）。独立样本t检验结果发现高分组和低分组在中文版PECK-SF各条目上的得分均存在显著差异（P<0.001）。
2.2 探索性因子分析
探索性因素分析结果如表1所示，KMO值为0.915>0.7，Bartlett球形检验显著χ2=53,726.08,df=91, P<0.001)，表明数据适合进行探索性因素分析。与原量表一致、设定提取4个因子，公因子1关系-言语欺凌的方差解释率为22.647%，公因子2文化欺凌的方差解释率为12.107%；公因子3网络欺凌的方差解释率为15.795%；公因子4身体欺凌的方差解释率为14.160%；4因子累计方差解释率为64.709%。因子1包括V1~V5，因子2包括V6、V7，因子3包括V8~V11，因子4包括V12~V14。旋转后的成分矩阵显示：各项目因子载荷为0.513~0.821，见表1。
2.3 验证性因子分析
为考察量表的结构，对样本进行验证性因子分析，模型拟合情况如表2所示，各样本的模型拟合指标结果除χ2/df值较大外，其余模型拟合指标均符合要求。各因子载荷量在0.59~0.75之间（图1）。综合来看，模型整体拟合效果较好。
2.4 效标分析
效标分析结果显示中文版PECK-SF总分及各维度得分均与CES-DC总分显著正相关（r=0.273~0.492,P<0.001），与SCS总分呈显著负相关(r= -0.198~-0.347, P<0.001)。详见表3。
2.5 信度分析
在本研究中，中文版PECK-SF总量表Cronbach α系数为0.879，分半信度为0.764；关系-言语欺凌维度的Cronbach α系数和分半信度分别为0.844、0.851，文化欺凌维度的Cronbach α系数和分半信度分别0.488、0.546，网络欺凌的Cronbach α系数和分半信度分别0.771、0.785，身体欺凌Cronbach α系数和分半信度分别0.746、0.779。
3 讨论
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本研究对10 250名中小学生进行中文版PECK-SF的信效度验证，项目分析结果显示，中文版PECK-SF的14个条目均与总分显著正相关，高分组与低分组在各条目上的得分差异显著，各条目的鉴别力良好，可对高、低受欺凌水平的中小学生进行有效区分。探索性因子分析结果显示，本次修订后的中文版PECK-SF包含关系-言语欺凌、文化欺凌、网络欺凌和身体欺凌4个维度，主成分分析结果表明4个因子累积贡献率为64.709%，能够合理地解释量表的结构。验证性因子分析结果显示，除χ2/df值较大之外，各项模型拟合指标理想。效标分析结果显示，中文版PECK-SF量表总分及其各维度总分均与CES-DC总分呈显著正相关、均与SCS总分呈显著负相关，表明量表具有良好的效标关联效度；在信度上，除文化欺凌维度外，中文版PECK-SF量表总表及其他3个维度的Cronbach α系数均大于0.7，量表总体信效度良好。
与原量表不同的是，本次调研选用了CES-DC和SCS作为效标分析量表。已有研究表示，欺凌受害使得儿童青少年更容易产生抑郁症状[29]。同时，学校联结是减少欺凌受害的保护因素，高学校联结水平的学生感受到更多重视和支持，其欺凌受害经历体验更少[30-31]。因此，本研究用CES-DC和SCS量表来评估效标关联效度。此外，中文版PECK-SF量表的总表和各维度（除文化欺凌外）的Cronbach α系数略高于原量表，而文化欺凌维度的信度与原量表相似，均相对较低，可能是条目过少所致。在中文版PECK-SF量表中，文化欺凌指的是基于文化特征的欺凌行为，如针对口音、语言、宗教等的歧视。量表中对文化欺凌的具体表现进行了举例，例如口音或语言上的夹壮、说壮话。研究表明，少数民族的儿童青少年由于外貌、宗教、语言和口音等差异，更容易遭受不公平或排外的攻击[32]；而在中国多民族、多元文化并存的社会文化背景下，中小学生会受到不同文化的冲击，文化也已经渗透到欺凌行为当中[33]。在实施量表评估时，研究者需考虑地区文化差异，对文化欺凌条目进行详细解释和适当调整。本研究认为，新增的文化欺凌维度与我国中小学生的实际欺凌经历相契合，通过对此维度的筛查和评估，可以更全面地掌握中小学生的受欺凌状况。
本次调查研究仍存在一定的局限性。首先，在本次研究中，验证性因子分析结果显示中文版PECK-SF量表的χ2值相对较高，这可能与研究中使用的大样本量有关。根据Alavi的观点[34]，χ2值受到样本量大小和模型复杂性的影响，通常在模型较为复杂或样本量较大的情况下，χ2值会相应增加。尽管本研究的模型复杂度适中，但较大的样本量导致了较高的χ2值，使得χ2/df未能达到理想的拟合标准。然而，考虑到样本量和其他拟合指标的表现，可以认为该模型的整体拟合度良好。其次，由于疫情的影响，本研究未能实施量表的重测信度检验。最后，本研究局限于广西地区，这可能对研究结果的普遍适用性造成一定影响。但考虑到本次研究样本量大，以及中国中小学生在成长环境和教育背景上存在一定程度的共性，可以认为所选样本在一定程度上具有代表性。未来研究可扩大样本来源范围，以进一步验证中文版PECK-SF的可靠性和适用性。
综上，本研究结果表明中文版PECK-SF信效度良好，在9岁以上的中小学生群体中适用性良好，可作为这一群体欺凌受害的评估工具。
基金
收起
  • 广西自然基金项目(2022GXNSFDA035077)
  • 广西哲学社会科学研究课题(23FSH027)
  • 广西高校大学生思想政治教育理论与实践研究课题(2022LSZ028)
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2024年第51卷第24期
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文章信息
doi: 10.20043/j.cnki.MPM.202406116
  • 接收时间：2024-06-07
  • 首发时间：2026-03-18
  • 出版时间：2024-12-25
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  • 收稿日期：2024-06-07
基金
广西自然基金项目(2022GXNSFDA035077)
广西哲学社会科学研究课题(23FSH027)
广西高校大学生思想政治教育理论与实践研究课题(2022LSZ028)
作者信息
    1.广西医科大学第二附属医院，广西 南宁 530007
    2.武汉大学公共卫生学院
    3.湖北文理学院理工学院
    4.广西医科大学公共卫生学院
    5.广西卫生职业技术学院临床医学院

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