| 同伴侵害对留守青少年主观幸福感的影响:自尊和社会支持的作用 |
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| 引用本文： | 陈子循,王晖,冯映雪,刘霞. 同伴侵害对留守青少年主观幸福感的影响:自尊和社会支持的作用[J]. 心理发展与教育, 1985, 36(5): 605-614. DOI: 10.16187/j.cnki.issn1001-4918.2020.05.12 |
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| 作者姓名： | 陈子循 王晖 冯映雪 刘霞 |
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| 作者单位： | 北京师范大学发展心理研究院, 北京 100875 |
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| 基金项目： | 国家自然科学基金青年科学基金项目（31900772）。 |
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| 摘 要： | 采用追踪设计，对贵州省487名留守青少年进行间隔6个月的两次追踪调查，考察同伴侵害对男女留守青少年主观幸福感的影响以及自尊、教师支持和朋友支持在其中的作用。结果表明：（1）同伴侵害不仅能显著负向预测半年后留守青少年的主观幸福感，还能通过自尊的中介作用间接预测主观幸福感；（2）朋友支持可以显著缓解同伴侵害对男女留守青少年主观幸福感的消极影响：当朋友支持较低时，同伴侵害对男女留守青少年主观幸福感的消极作用显著，当朋友支持较高时则不存在显著影响；（3）教师支持可以显著缓解同伴侵害对留守女生主观幸福感的直接作用：相对于高教师支持的女生，同伴侵害对主观幸福感的影响在低教师支持的女生中更强；教师支持还可以调节留守女生同伴侵害与自尊之间的关系：相对于低教师支持的女生，同伴侵害对自尊的影响在高教师支持的女生中更显著。
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| 关 键 词： | 同伴侵害 主观幸福感 自尊 社会支持 留守青少年 |
The Effects of Peer Victimization on Left-behind Adolescents' Subjective Well-being: The Roles of Self-esteem and Social Support |
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| CHEN ZiXun,WANG Hui,FENG Yingxue,LIU Xia. The Effects of Peer Victimization on Left-behind Adolescents' Subjective Well-being: The Roles of Self-esteem and Social Support[J]. Psychological Development and Education, 1985, 36(5): 605-614. DOI: 10.16187/j.cnki.issn1001-4918.2020.05.12 |
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| Authors: | CHEN ZiXun WANG Hui FENG Yingxue LIU Xia |
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| Affiliation: | Institute of Developmental Psychology, Beijing Normal University, Beijing 100875 |
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| Abstract: | The current study aimed to investigate the effects of victimization on left-behind adolescents' subjective well-being and the role of self-esteem, teacher support and friend support. A total sample of 487 left-behind adolescents was recruited from Guizhou province through the longitudinal design of two follow-up surveys with an interval of 6 months. The results showed that: (1) Peer victimization not only significantly and negatively predicted the subjective well-being of left-behind teenagers after half a year, but also indirectly predicted subjective well-being through the mediating role of self-esteem; (2) Friend support significantly moderated the relationship between peer victimization and the subjective well-being of left-behind adolescents: higher levels of peer victimization negatively predicted subjective well-being only among those who reported less friend support; (3) Teacher support significantly moderated the relationship between peer victimization and the subjective well-being of left-behind girls: more teacher support alleviated the negative influence of peer victimization on subjective well-being. Also, teacher support could moderate the relationship between peer victimization and self-esteem of left-behind girls: more teacher support exacerbated the negative effect of peer victimization on self-esteem. |
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| Keywords: | peer victimization subjective well-being self-esteem social support left-behind adolescents |
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