校园反欺凌项目干预效果及影响因素：元分析和GRADE证据质量
通过文献检索和筛选, 选取了43个校园欺凌的干预研究, 使用CMA 3.0分析干预效果及影响因素, 并使用GRADE系统对所有结局指标的证据质量进行评估。结果显示, 针对欺凌者的干预项目具有中等效果量(g = 0.57, p < 0.05); 针对欺凌受害者的干预项目使得受害者的受欺凌行为减少(g = 0.42, p < 0.05), 心理健康得到改善(g = 0.40, p < 0.01); 针对所有学生的欺凌干预项目对其欺凌行为的效果g =0.17 (p < 0.001), 对其受欺凌行为效果g = 0.19 (p < 0.001), 可能存在出版偏差; 学生态度改变的效果g = 0.40 (p < 0.01)。除了态度改变的证据质量为中等, 其他结局指标的证据都为低或者极低质量。对于所有学生干预项目, 干预周期小于1学期的效果量大于干预周期大于1学期的效果量, 教育干预项目效果量小于系统干预效果量, 非随机研究效果量大于随机对照研究。直接针对欺凌者或者欺凌受害者的干预效果量中等, 但是样本量少, 需要进一步的研究证据支持。针对所有学生的欺凌干预项目虽然效果量低, 但是仍具有实践意义, 其效果量受到干预周期和干预特征的影响。
教育科学、科学研究
校园反欺凌干预效果元分析GRADE
任志洪,赵陵波,林羽中,赵春晓,赖丽足.校园反欺凌项目干预效果及影响因素：元分析和GRADE证据质量[EB/OL].(2023-03-28)[2025-10-29].https://chinaxiv.org/abs/202303.09254.点此复制
School bullying has become a public health issue in the past several decades which caused physical and psychological harm on bullies, victims as well as bystanders. Therefore, a series of anti-bullying programs were designed to reduce the bullying or the harmfulness of bullying, but the effectiveness of these programs was inconsistent. Forty-three pre-post randomized controlled trail studies were selected to examine the effect of school-based anti-bullying programs. The evidence quality was screened under the GRADE protocol. Results suggested a significant effect for anti-bullying programs which targets bullies (g = 0.57, p< 0.05), while those who target victims, victimization decreased (g = 0.40, p< 0.05), and overall metal health improved (g = 0.40, p< 0.01). The pooled effect size indicated that school-based anti-bullying programs have a small effect on bullying and victimization (g = 0.17, p< 0.001) and influenced by publication bias. Attitude changed moderately (g = 0.19, p< 0.001). The evidence of attitude change was moderate, other outcome variables have a very low or low evidence quality according to GRADE protocol. For the programs targeting universal students, programs which was less than one semester performed better, and the global intervention showed more effective than education. The effect size of anti-bullying programs targeting bullies or victims was moderate, but more research is needed. Though school-based anti-bullying programs which target universal students have a relatively small effect size, however, they are practical for real-world applications. The dose of intervention and the feature of programs have influence on the effect of anti-bullying programs.
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