受欺负对青少年自伤行为的影响:孤独感的中介作用和教师公正的调节作用  

The Relationship between Bullying Victimization and Non-suicidal Self-injury: The Mediating Role of Loneliness and the Moderating Role of Teacher Justice

作　　者：张叶 陈嘉慧 任萍 王泉泉 ZHANG Ye;CHEN Jiahui;REN Ping;WANG Quanquan(Institute of Developmental Psychology,Beijing Normal University,Beijing 100875;China Basic Education Quality Monitoring Collaborative Innovation Center,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学发展心理研究院,北京100875 [2]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《心理发展与教育》2024年第6期877-885,共9页Psychological Development and Education

基　　金：国家自然科学基金项目(32300901);中央高校基本科研业务费专项资金(2021NTSS27);国家社会科学基金项目(20BSH067);北京师范大学中国基础教育质量监测协同创新中心自主课题;北京师范大学中国基础教育质量监测协同创新中心研究生自主课题。

摘　　要：为探讨受欺负与自伤行为之间的关系及其作用机制,研究采用两波段纵向追踪设计,对2675名来自某中部省份城市7所学校的八年级学生开展了为期半年的追踪研究。结果表明:(1)青少年受欺负经历可以显著正向预测其半年后的自伤行为;(2)孤独感在受欺负与青少年自伤的长期关系间起中介作用,即受欺负可影响青少年的孤独感,进而导致自伤行为的产生;(3)教师公正在中介路径的后半段即“孤独感-自伤”路径上起调节作用。具体来讲,教师公正可缓冲孤独感自伤的影响,在高教师公正条件下,青少年孤独感与自伤的关系不显著。Using two-wave longitudinal study, the present study examined the relationship between bullying victimization and self-injury and the mediating role of loneliness as well as the moderating role of teacher justice. A sample of 2675 students from 7 secondary schools in one city of China(Mean_(age) = 13.96 years old, 51.70% boys) completed anonymous questionnaires twice within six months. The results showed that:(1) After controlling gender, age and T1 self-injury, T1 bullying victimization was positively predicted T2 self-injury;(2) T2 loneliness mediated the relationship between T1 bullying victimization and T2 self-injury;(3) The effect of T2 loneliness on T2 self-injury was moderated by T1 teacher justice, with the effect being non-significant for students with high perception of teacher justice.

关 键 词：受欺负 自伤行为 孤独感 教师公正 青少年 

分 类 号：B844[哲学宗教—发展与教育心理学]