小学生校园欺凌及其与 问题行为和生活满意度的关系.

Objective: To explore school bullying among primary school students, and to analyze the relationship among different bullying roles, problem behavior and life satisfaction. Methods: A total of 1317 students from grade 4-6 in 7 primary schools of Chongqing were selected and were assessed with the Olweus Bully/Victim Questionnaire（OBVQ）,Strengths and Difficulties Questionnaires（Student Edition）（SDQ） and Satisfaction with Life Scale（SWLS） to evaluate the role of school bullying, problem behavior and life satisfaction respectively. Results: Totally 48.97% of the students were involved in school bullying, including 1.82% of the bullies,35.16% of the victims, and 12.00% of the bully-victims. Bully-victims and bullies had the highest scores of problem behavior, followed by victims and the lowest for those uninvolved. Accordingly, the SWLS scores were significantly lower in those involved in bullying than in those uninvolved. Optimal scale regression analysis showed that school bullying was positively associated with internalizing and externalizing problem behaviors（β=0.19,0.16;Ps <0.001） and negatively associated with life satisfaction（β=-0.14,P <0.001）.Conclusion: There are significant differences in problem behavior and life satisfaction among primary school students with different bullying roles. Being involved in school bullying has a significant negative impact on the mental health development in primary school students. [ABSTRACT FROM AUTHOR]