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首页> 外文期刊>Journal of American college health: J of ACH >Instructor and peer bullying in college students: Distinct typologies based on Latent Class Analysis
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Instructor and peer bullying in college students: Distinct typologies based on Latent Class Analysis

机译：大学生教练和同伴欺凌：基于潜在课程分析的独特类型

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摘要

Objective: Although bullying is traditionally considered within the context of primary and secondary school, recent evidence suggests that bullying continues into college and workplace settings. Participants/Method: Latent class analysis (LCA) was employed to classify college bullying involvement typologies among 325 college students attending a northeastern university. Results: Four classes concerning bullying involvement were revealed: Non-involved (36%); Instructor victim (30%); Peer bully-victim (22%); and Peer bully-victim/ Instructor victim (12%). Conclusions: Findings from this study, which classified college bullying experiences by incorporating both peer and instructor (teacher and professor) bullying, add substantially to the literature by providing insight into patterns of relatively unexplored bullying behaviors.
机译：目的：虽然欺凌传统上被认为是在小学和中学的背景下，但最近的证据表明欺凌继续进入大学和工作场所的环境。 参与者/方法：潜在阶级分析（LCA）被雇用在出席东北大学的325名大学生中进行大学欺凌参与类型。 结果：揭示了有关欺凌参与的四个课程：非涉及（36％）; 教师受害者（30％）; 同伴欺负者受害者（22％）; 和同行欺凌受害者/教练受害者（12％）。 结论：本研究的调查结果，通过将同行和教师（教师和教授）欺凌纳入了大学欺凌体验，通过提供对相对未开发的欺凌行为模式的洞察力来加剧了文献。

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