Influence of psychological resilience on cognitive bias towards school violence among primary school students in Luzhou / 中国学校卫生
ZOU-Yanli,-YE-Yunli,-CHANG-Yuhong,-YOU-Guangfu,-LI-Xin,-CHEN-Yiting,-LIU-Xirun,-FANG-Quan,-ZHANG-Rong.
Chinese Journal of School Health
; (12): 1842-1845, 2019.
Artículo
en Zh
| WPRIM | ID: wpr-815632
Objective@#To explore the relationship between psychological resilience and cognitive bias towards school violence in grade 3-5 primary school students in Luzhou city, so as to provide scientific basis for prevention and control of school violence in primary school students.@*Methods@#Students from grade 3-5 in primary schools in Luzhou were selected through stratified cluster random sampling method and were investigated with questionnaire survey.@*Results@#A total of 5 976 valid questionnaires were included, with an average score of psychological resilience (40.08±8.05) and an average score of school violence cognition (62.55±6.38). Multivariate results showed that psychological resilience was an independently associated with school violence perception (OR=1.04, P<0.01). The awareness of campus violence increased with resilience score. In addition, public school (OR=0.45) was associated with low awareness of school violence; senior grades (OR=1.77), girls (OR=1.20), and a greater number of friends(OR=1.37), student cadre(OR=1.37), middle/upper score in class(OR=2.13), no game playing(OR=1.33), no off-campus wandering(OR=1.78), timely parenting (OR=1.45) was associated with high awareness of school violence(P<0.05).@*Conclusion@#Psychological resilience positively correlates with cognition bias towards school violence. The higher the psychological resilience, the more positive perception of campus violence. Family, school and community-based interventions to enhance the resilience of students, increasing awareness towards school violence and ultimately reducing potential adverse impacts of school violence.
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