Bullying in schools, defined as a systematic abuse of power in interpersonal relations, may be undertaken individually and/or by groups. The extent to which schoolchildren report that they are bullied by their peers in each of these ways was examined in a survey of Australian schoolchildren (N = 1688) in Years 5–10 attending 36 coeducational primary or secondary schools. Being bullied by an individual student was reported by both males and females as occurring significantly more often than being bullied by groups. Applying multiple regression analysis, the reported frequency of individual and group bullying, after controlling for age and gender, independently predicted the severity of negative outcomes as assessed by measures of negative emotional impact, such as feeling unsafe from bullying, absenteeism due to bullying and reported negative impact on school work. Although group bullying was less commonly reported, its negative effects on student well-being were generally more severe. Implications are examined for student education about bullying and addressing individual and group-based bullying in appropriate ways.

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澳大利亚学校欺凌的受害者如何看待他们的肇事者——作为个人还是群体？对教育者的影响

校园欺凌被定义为在人际关系中系统性地滥用权​​力，可以单独和/或由团体进行。一项针对 36 所男女同校小学或中学的 5-10 年级澳大利亚学童 (N = 1688) 的调查研究了学童报告说他们在这些方面受到同龄人欺凌的程度。男性和女性都报告说，被个别学生欺负比被群体欺负的发生率要高得多。应用多元回归分析，报告的个人和团体欺凌频率，在控制年龄和性别后，独立预测负面结果的严重程度，通过负面情绪影响的衡量标准进行评估，例如对欺凌感到不安全，因欺凌而旷课，并报告对学校工作的负面影响。尽管群体欺凌的报道较少，但其对学生福祉的负面影响通常更为严重。审查对学生教育有关欺凌和以适当方式解决个人和基于团体的欺凌的影响。