Các Các yếu tố tác động đến hành vi bắt nạt học đường ở học sinh lớp 5: Bằng chứng thực nghiệm theo tiếp cận mô hình sinh thái - xã hội
Tóm tắt
Drawing on Bronfenbrenner’s (1979) ecological systems theory, this study analyzes multi-level factors associated with school bullying behavior among primary school students. A cross-sectional quantitative survey was conducted with 138 fifth graders at Nong Trang Elementary School, Phu Tho Province, using a 30-item self-report questionnaire processed through SPSS 27.0 (Cronbach’s Alpha, EFA, hierarchical multiple regression, and T-test). EFA confirmed a five-factor structure with a total variance explained of 62.4%. The regression model accounted for 58.5% of the variance in bullying behavior (Adjusted R² = 0.585; F(5, 132) = 39.664; p < 0.001). Four factors showed statistically significant positive associations in descending order of effect size: School (β = 0.305), Peers (β = 0.268), Individual (β = 0.214), and Family (β = 0.172). The Social factor showed no statistically significant direct association (β = 0.077; p = 0.253). A positive school climate demonstrated a protective trend (β = -0.113) that did not reach statistical significance (p = 0.067). No statistically significant gender difference in bullying behavior was found (p = 0.700). The study recommends multi-level interventions prioritizing the strengthening of school disciplinary policies, the cultivation of positive peer group norms, and the development of emotional regulation competencies among primary school students.
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