农村寄宿制学校同伴侵害对内化行为的影响:一个有调节的中介模型

doi:10.16382/j.cnki.1000-5560.2017.01.010

摘要/Abstract

摘要：

同伴侵害会对学生的心理健康造成严重的负面影响。本研究采用同伴侵害量表、内化行为量表、自尊量表和心理弹性量表，抽样调查了华北和西部两省137所农村寄宿制学校的16835名学生，对其同伴侵害和心理健康现状进行了描述，并进一步分析了同伴侵害对学生内化行为的影响及产生机制。结果表明：（1）在农村寄宿制学校，16.03%的学生报告曾遭受过侵害，不同性别和不同年级学生的同伴侵害检出率无显著差异。（2）在控制性别、年龄、户口类型及父母受教育水平后，同伴侵害能显著正向预测学生的内化行为。（3）心理弹性在同伴侵害与内化行为间起部分中介作用。（4）自尊能显著调节心理弹性对内化行为的影响。研究结论对理解同伴侵害“如何”及“何时”影响学生的内化行为具有重要意义。在实际干预中，一方面要减少校园欺凌事件的发生，另一方面应重视个体因素及家庭因素对学生的影响。

关键词: 农村寄宿制学校, 同伴侵害, 校园欺凌, 内化行为, 心理弹性, 自尊

Abstract:

Peer victimization is widely recognized as a pervasive problem around the world. Its impacts on students' behavior and mental health can be severe or may even continue into adulthood. Since students in rural boarding schools spend more time with their peers, they are more vulnerable to peer victimization. However, few studies have examined the status quo of peer victimization in rural boarding schools. Research on its impact and potential protective factors for the students is also scarce. This study investigated the peer victimization problem in rural boarding schools, as well as its impact on students' internalized behavior. Furthermore, the mediating effect of two potential protective factors, resilience and self-esteem, is also analyzed by conducting a moderated mediation model. A sample of 16,835 pupils (mean age=10.09 years, SD=0.90) from 137 rural boarding schools in two provinces completed self-report questionnaires on peer victimization, internalized behavior, resilience and self-esteem. The results showed that 16.03% of the students in those rural boarding schools reported having been bullied by their peers. The reported percentage of peer victimization in these schools is much higher than in day schools revealed in the existing literature. Although the percentage was higher in males (18.46%) than females (13.42%), and higher in the 4^th grade (17.12%) than the 5^th grade (14.75%), the differences were not statistically significant. Also, peer victimization was found to be positively associated with students' internalized behavior, even after controlling for the students' gender, age, family background such as one's residence type and parents' educational level. This indicates that students from rural boarding schools may have more serious internalized behavior problems as they were exposed to more frequent and severe bullying. Finally, the analysis results of the moderated mediating model indicated that resilience played a partially mediating role between peer victimization and internalized behavior, and self-esteem moderated the relation between resilience and internalized behavior. In other words, resilience helps to reduce the risk of incurring internalized behavior when students are bullied by their peers, and the protective effect of resilience is stronger for those with higher self-esteem. This suggests that it may be most effective to help those students establish a high self-esteem along with stronger psychological resilience, in order for the students to have better shield against school bullying. The findings of this study are important for a better understanding of how and when peer victimization affect internalized behavior via resilience and self-esteems in rural boarding schools. The article concludes with some measures to reduce the school bullying in rural boarding schools. It also suggests that intervention should focus on developing students' resilience and self-esteem, as well as the relationship between parents and children.

Key words: peer victimization, rural boarding schools, campus bullying, internalized behavior, resilience, self-esteem

黄晓婷, 吴方文, 宋映泉. 农村寄宿制学校同伴侵害对内化行为的影响:一个有调节的中介模型[J]. 华东师范大学学报(教育科学版), 2017, 35(1): 93-101+124.

HUANG Xiaoting, WU Fangwen, SONG Yingquan. The Impact of Peer Victimization on Internalized Behavior in Rural Boarding Schools: A Moderated Mediation Model[J]. Journal of East China Normal University(Educationa, 2017, 35(1): 93-101+124.

参考文献

董会芹.(2015).同伴侵害与儿童问题行为:自尊的调节作用.中国临床心理学杂志, 23(2), 281-284.
胡竹菁.(2010).心理统计学.高等教育出版社.
教育部.(2012).2011年全国教育事业发展统计公报.中国地质教育, 21(3), 128-130.
孙仕秀, 关影红, 覃滟云, 张露, &范方.(2013).青少年社会支持与情绪行为问题的关系:心理弹性的中介与调节作用.中国临床心理学杂志, 21(1), 114-118.
温忠麟, &叶宝娟.(2014).有调节的中介模型检验方法:竞争还是替补?.心理学报, 46(5), 714-726.
叶艳, 范方, 陈世键, 张烨, 龙可, &唐凯晴等.(2014).心理弹性、负性生活事件和抑郁症状的关系:钢化效应和敏化效应.心理科学, (6), 1502-1508.
赵景欣, 杨萍, 赵喜佳, &张文新.(2016).早期青少年的同伴侵害与抑郁:自尊和性别的调节作用.中国特殊教育, 1, 70-75.
周浩, &龙立荣.(2004).共同方法偏差的统计检验与控制方法.心理科学进展, 12(6), 942-950.
朱清, 范方, 郑裕鸿, 孙仕秀, 张露, &田卫卫.(2012).心理弹性在负性生活事件和抑郁症状之间的中介和调节:以汶川地震后的青少年为例.中国临床心理学杂志, 20(4), 514-517.
Altomare, A.A., McCrimmon, A.W., &Beran, T.N.(2013).Bullying across the globe.School Psychology International, 1-14.
Barker, E.D., Arseneault, L., Brendgen, M., Fontaine, N., &Maughan, B.(2008).Joint development of bullying and victimization in adolescence:Relations to delinquency and self-harm.Journal of the American Academy of Child&Adolescent Psychiatry, 47(9), 1030-1038.
Barchia, K., &Bussey, K.(2010).The psychological impact of peer victimization:Exploring social-cognitive mediators of depression.Jour-nal of Adolescence, 33(5), 615-623.
Baumeister, R.F., &Campbell, W.K.(2000).Self-esteem, narcissism, and aggression does violence result from low self-esteem or from threatened egotism?.Current Directions in Psychological Science, 9(1), 26-29.
Bowes, L., Maughan, B., Caspi, A., Moffitt, T.E., &Arseneault, L.(2010).Families promote emotional and behavioural resilience to bullying:evidence of an environmental effect.Journal of Child Psychology&Psychiatry, 51(7), 809-817.
Chen, L.M., &Cheng, Y.Y.(2013).Prevalence of school bullying among secondary students in Taiwan:Measurements with and without a specific definition of bullying.School Psychology International, 34(6), 707-720.
Cheng, Y.Y., Chen, L.M., Liu, K.S., &Chen, Y.L.(2010).Development and psychometric evaluation of the school bullying scales:A Rasch measurement approach.Educational and Psychological Measurement, 0013164410387387.
Donnellan, M.B., Trzesniewski, K.H., Robins, R.W., Moffitt, T.E., &Caspi, A.(2005).Low self-esteem is related to aggression, antisocial behavior, and delinquency.Psychological Science, 16(4), 328-335.
Due, P., Holstein, B.E., Lynch, J., Diderichsen, F., Gabhain, S.N., &Scheidt, P., et al.(2005).Bullying and symptoms among school-aged children:international comparative cross sectional study in 28 countries.European Journal of Public Health, 15(2), 128-32.
Dyer, J.G., &McGuinness, T.M.(1996).Resilience:Analysis of the concept.Archives of Psychiatric Nursing, 10(5), 276-282.
Grills, A.E., &Ollendick, T.H.(1991).Peer victimization, global self-worth, and anxiety in middle school children.Journal of Clinical Child&Adolescent Psychology, 42(3), 499-506.
Erceg-Hurn, D.M., &Mirosevich, V.M.(2008).Modern robust statistical methods:An easy way to maximize the accuracy and power of your research.American Psychologist, 63, 591-601.
Hawker, D.S., &Boulton, M.J.(2000).Twenty years'research on peer victimization and psychosocial maladjustment:a meta "analytic review of cross" sectional studies.Journal of Child Psychology and Psychiatry, 41(4), 441-455.
Hemphill, S.A., Tollit, M., &Herrenkohl, T.I.(2014).Protective Factors Against the Impact of School Bullying Perpetration and Victimization on Young Adult Externalizing and Internalizing Problems.Journal of School Violence, 13(1), 125-145.doi:10.1080/15388220.2013.844072.
Hjemdal, O., Friborg, O., Stiles, T.C., Rosenvinge, J.H., &Martinussen, M.(2006).Resilience predicting psychiatric symptoms:A prospective study of protective factors and their role in adjustment to stressful life events.Clinical Psychology&Psychotherapy, 13(3), 194-201.
Klomek, A.B., Sourander, A., Kumpulainen, K., Piha, J., Tamminen, T., Moilanen, I.,...&Gould, M.S.(2008).Childhood bullying as a risk for later depression and suicidal ideation among Finnish males.Journal of Af f ective Disorders, 109(1), 47-55.
Klomek, A.B., Sourander, A., Niemel?, S., Kumpulainen, K., Piha, J., Tamminen, T.,...&Gould, M.S.(2009).Childhood bullying behaviors as a risk for suicide attempts and completed suicides:a population-based birth cohort study.Journal of the American Academy of Child&Adolescent Psychiatry, 48(3), 254-261.
Kretschmer, T., Barker, E.D., Dijkstra, J.K., Oldehinkel, A.J., &Veenstra, R.(2015).Multifinality of peer victimization:maladjustment patterns and transitions from early to mid-adolescence.European Child&Adolescent Psychiatry, 24(10), 1169-1179.doi:10.1007/s00787-014-0667-z.
Lee, L., &Park, A.(2010).Parental migration and child development in China.Scholarly Commons.
Lester, L., &Mander, D.(2015).The Role of Social, Emotional and Mental Wellbeing on Bullying Victimisation and Perpetration of SecondarySchool Boarders.Journal of Psychologists and Counsellors in Schools, 25(02), 152-169.
Lataster, T., van Os, J., Drukker, M., Henquet, C., Feron, F., Gunther, N., &Myin-Germeys, I.(2006).Childhood victimisation and developmental expression of non-clinical delusional ideation and hallucinatory experiences.Social Psychiatry and Psychiatric Epidemiology, 41(6), 423-428.
Lund, R., Nielsen, K.K., Hansen, D.H., Kriegbaum, M., Molbo, D., Due, P., &Christensen, U.(2009).Exposure to bullying at school and depression in adulthood:a study of Danish men born in 1953.The European Journal of Public Health, 19(1), 111-116.
Mander, D.J., Lester, L., &Cross, D.(2015).The social and emotional well-being and mental health implications for adolescents transitioning to secondary boarding school.International Journal of Child and Adolescent Health, 8(2), 131.
Mann, M., Hosman, C.M.H., Schaalma, H.P., &Vries, N.K.D.(2004).Self-esteem in a broad-spectrum approach for mental health promotion.Health Education Research, 19(4), 357-372.
Mynard, H., &Joseph, S.(2000).Development of the multidimensional peer-victimization scale.Aggressive Behavior, 26(2), 169-178.doi:10.1002/(SICI)1098-2337(2000)26:2<169::AID-AB3>3.0.CO;2-A
Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., &Scheidt, P.(2001).Bullying behaviors among US youth:Prevalence and association with psychosocial adjustment.Jama, 285(16), 2094-2100.
Perkins, H.W., Craig, D.W., &Perkins, J.M.(2011).Using social norms to reduce bullying:A research intervention among adolescents in five middle schools.Group Processes&Intergroup Relations, 1368430210398004.
Pfeiffer, J.P., &Pinquart, M.(2014).Bullying in German boarding schools:A pilot study.School Psychology International, 35(6), 580-591.
Raskauskas, J., Rubiano, S., Offen, I., &Wayland, A.K.(2015).Do social self-efficacy and self-esteem moderate the relationship between peer victimization and academic performance?.Social Psychology of Education, 18(2), 1-18.
Reijntjes, A., Kamphuis, J.H., Prinzie, P., &Telch, M.J.(2010).Peer victimization and internalizing problems in children:A meta-analysis of longitudinal studies.Child Abuse&Neglect, 34(4), 244-252.
Rosenberg, M.(1965).Society and adolescent self-image.Princeton, NJ:Princeton University.
Rosenberg, M., Schooler, C., & Schoenbach, C.(1989).Self-esteem and adolescent problems:Modeling reciprocal effects.American Sociological Review, 1004-1018.
Rutter, M.(2006).Implications of resilience concepts for scientific understanding.Annals of the New York Academy of Sciences, 1094(1), 1-12.
Rutter, M.(2012).Resilience as a dynamic concept.Development&Psychopathology, 24(2), 335-44.
Schreier, A., Wolke, D., Thomas, K., Horwood, J., Hollis, C., Gunnell, D.,...&Salvi, G.(2009).Prospective study of peer victimization in childhood and psychotic symptoms in a nonclinical population at age 12 years.Archives of General Psychiatry, 66(5), 527-536.
Schwartz, D., Lansford, J.E., Dodge, K.A., Pettit, G.S., &Bates, J.E.(2015).Peer victimization during middle childhood as a lead indicator of internalizing problems and diagnostic outcomes in late adolescence.Journal of Clinical Child&Adolescent Psychology, 44(3), 393-404.
Soler, L., Kirchner, T., Paretilla, C., &Forns, M.(2013).Impact of poly-victimization on mental health the mediator and/or moderator role of self-esteem.Journal of Interpersonal Violence, 28(13), 2695-2712.
Song, M.(2003).Two studies on the Resilience Inventory (RI):Toward the goal of creating a culturally sensitive measure of adolescence resilience.
Sprott, J.B., &Doob, A.N.(2000).Bad, sad, and rejected:The lives of aggressive children.Canadian J.Criminology, 42, 123.
Stadler, C., Feifel, J., Rohrmann, S., Vermeiren, R., &Poustka, F.(2010).Peer-victimization and mental health problems in adolescents:are parental and school support protective?.Child Psychiatry&Human Development, 41(41), 371-86.
Undheim, A.M., &Sund, A.M.(2010).Prevalence of bullying and aggressive behavior and their relationship to mental health problems among 12-to 15-year-old Norwegian adolescents.European Child&Adolescent Psychiatry, 19(11), 803-811.
Vanderbilt-Adriance, E., &Shaw, D.S.(2008).Conceptualizing and re-evaluating resilience across levels of risk, time, and domains of competence.Clinical Child&Family Psychology Review, 11(1-2), 30-58.
Wallen, J., &Rubin, R.H.(1997).The role of the family in mediating the effects of community violence on children.Aggression&Violent Behavior, 2(1), 33-41.
Wu, J., He, Y., Lu, C., Deng, X., Gao, X., Guo, L.,...&Zhou, Y.(2015).Bullying behaviors among Chinese school-aged youth:A prevalence and Correlates Study in Guangdong Province.Psychiatry Research, 225(3), 716-722.
Yeung, R., &Leadbeater, B.(2010).Adults make a difference:the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer-victimized adolescents.Journal of Community Psychology, 38(38), 80-98.

[1]	张静, 金泽梁, 黄忠敬. 社会与情感能力能否有效减少学生受欺凌？——基于OECD社会与情感能力测评的实证分析[J]. 华东师范大学学报(教育科学版), 2023, 41(4): 46-55.
[2]	高屾, 闵文斌, 常芳, 史耀疆. 农村初中生校园欺凌与心理健康的相关性研究[J]. 华东师范大学学报(教育科学版), 2018, 36(2): 60-67+155.
[3]	孙时进, 施泽艺. 校园欺凌的心理因素和治理方法:心理学的视角[J]. 华东师范大学学报(教育科学版), 2017, 35(2): 51-56+119.
[4]	任海涛. “校园欺凌”的概念界定及其法律责任[J]. 华东师范大学学报(教育科学版), 2017, 35(2): 43-50+118.
[5]	教育部青少年法治教育协同创新中心. 校园欺凌治理的跨学科对话[J]. 华东师范大学学报(教育科学版), 2017, 35(2): 12-23+115.
[6]	张坤. 我国儿童心理弹性研究的回顾与展望[J]. 华东师范大学学报(教育科学版), 2015, 33(4): 58-64.
[7]	席居哲,左志宏,唐晓艳,马伟军. 高心理弹性者情绪唤起反应变化的时间动态特征:行为学证据[J]. 华东师范大学学报(教育科学版), 2015, 33(3): 79-87.
[8]	席居哲,左志宏,马伟军,吴蔚. 心理弹性研究中发展威胁指标诸问题[J]. 华东师范大学学报(教育科学版), 2013, 31(4): 61-68.
[9]	曾守锤. 流动儿童的心理弹性和积极发展：研究、干预与反思[J]. 华东师范大学学报(教育科学版), 2011, 29(1): 62-67.
[10]	曾守锤. 流动儿童的自尊及其稳定性和保护作用的研究[J]. 华东师范大学学报(教育科学版), 2009, 27(2): 64-69.
[11]	马伟娜, 桑标, 洪灵敏. 心理弹性及其作用机制的研究述评[J]. 华东师范大学学报(教育科学版), 2008, 26(1): 89-96.