班级环境如何影响受欺负者的适应？健康环境悖论及其发生机制

“健康环境悖论”是指在受欺负水平相对较低的环境中,受欺负个体有更多的适应问题。通过梳理相关实证研究,本文从人际与认知两大方面分析健康环境悖论的发生机制。人际机制强调健康环境会影响同伴群体对于受欺负者的态度和受欺负者的友谊,这些不良的人际关系进一步加剧受欺负者的适应困难。认知机制认为健康环境会通过向上的社会比较和消极归因方式,影响受欺负者的适应问题。最后,我们讨论了中国文化背景下“健康环境悖论”的适用性问题、未来研究的发展方向和对于干预实践的建议。     

班级环境如何影响受欺负者的适应？健康环境悖论及其发生机制

“健康环境悖论”是指在受欺负水平相对较低的环境中,受欺负个体有更多的适应问题。通过梳理相关实证研究,本文从人际与认知两大方面分析健康环境悖论的发生机制。人际机制强调健康环境会影响同伴群体对于受欺负者的态度和受欺负者的友谊,这些不良的人际关系进一步加剧受欺负者的适应困难。认知机制认为健康环境会通过向上的社会比较和消极归因方式,影响受欺负者的适应问题。最后,我们讨论了中国文化背景下“健康环境悖论”的适用性问题、未来研究的发展方向和对于干预实践的建议。     

父母心理控制与小学生的欺负行为:敌意归因和冷酷无情的作用检验

采用班级整群抽样法选取1847名3~6年级小学生（男生987名;平均年龄10.73±1.16岁）及其家长为被试,采用问卷法考察父母心理控制与小学生欺负行为的关系,同时探讨敌意归因和冷酷无情的中介作用。结果发现：（1）父母心理控制显著正向预测小学生的欺负行为;（2）冷酷无情在父母心理控制与小学生欺负行为间的关系中存在中介作用,敌意归因不发挥中介作用;（3）父母心理控制对小学生欺负行为影响的中介机制不存在显著的性别差异和学段差异。本研究结果表明,冷酷无情是父母心理控制影响小学生欺负行为的重要机制,但敌意归因不是。研究者和实践者应注重对欺负者情感加工能力的关注和干预。     

父母心理控制与小学生的欺负行为:敌意归因和冷酷无情的作用检验

采用班级整群抽样法选取1847名3~6年级小学生（男生987名;平均年龄10.73±1.16岁）及其家长为被试,采用问卷法考察父母心理控制与小学生欺负行为的关系,同时探讨敌意归因和冷酷无情的中介作用。结果发现：（1）父母心理控制显著正向预测小学生的欺负行为;（2）冷酷无情在父母心理控制与小学生欺负行为间的关系中存在中介作用,敌意归因不发挥中介作用;（3）父母心理控制对小学生欺负行为影响的中介机制不存在显著的性别差异和学段差异。本研究结果表明,冷酷无情是父母心理控制影响小学生欺负行为的重要机制,但敌意归因不是。研究者和实践者应注重对欺负者情感加工能力的关注和干预。     

受欺负对初中生主动性和反应性攻击的影响：道德推脱和性别的作用

本研究采用追踪研究设计，探讨受欺负与初中生主动性和反应性攻击之间的关系，道德推脱的中介作用以及性别的调节作用。研究对2533名八年级学生(初测年龄为13.95±0.60,51.32%男生)开展了间隔半年的两次测查。结果表明：(1)T1受欺负显著正向预测T2主动性攻击和反应性攻击；(2)T2道德推脱在T1受欺负和T2主动性、反应性攻击之间均起到部分中介作用；(3)主动性攻击的中介模型还受性别的调节，在女生中T1受欺负对T2道德推脱的预测作用更强，在男生中T2道德推脱对T2主动性攻击的预测作用更强。本研究的结果提示，相关教育工作者需要关注受欺负青少年的道德推脱水平，对这些青少年的道德认知进行有效干预，从而阻断受欺负和攻击行为之间的关联。     

童年中期受欺负与问题行为之关系: 一项两年纵向研究

摘要：采用同伴评价和教师评价对733名小学3年级儿童进行为期两年的追踪研究,通过结构方程模型,考察受欺负与两类问题行为的相互预测关系。结果发现：（1）受欺负与外化问题行为和内化问题行为呈显著正相关。（2）受欺负在两年之间呈现较高的稳定性;而外化问题行为和内化问题行为则表现出较低程度的稳定性。 （3）结构方程模型结果表明,三年级时的受欺负可以显著预测五年级时的外化问题行为,而三年级时的外化问题行为不能显著预测五年级时的受欺负;三年级时的内化问题行为可以显著预测五年级时的受欺负,而三年级时的受欺负不能显著预测五年级时的内化问题行为。在受欺负与问题行为的相互预测关系中,内化问题行为更有可能成为受欺负的触发因素,而外化问题行为则更有可能是对受欺负的回应。     

现实受欺负与青少年网络欺负行为：愤怒反刍的中介作用及道德推脱的调节作用

摘 要 本研究采用整体抽样法对2407名青少年进行问卷调查,探讨了现实受欺负对网络欺负行为的影响,以及愤怒反刍的中介作用和道德推脱的调节作用。结果表明：（1）现实受欺负可以显著地正向预测网络欺负行为。（2）愤怒反刍在现实受欺负与网络欺负行为之间起部分中介作用。（3）现实受欺负通过愤怒反刍对网络欺负行为产生影响的间接效应受到道德推脱的调节。具体来说,对于道德推脱水平高的青少年而言,愤怒反刍会对网络欺负行为产生显著的正向预测作用;而对于道德推脱水平低的青少年而言,愤怒反刍对网络欺负行为的预测效应变得不再显著。     

青少年网络受欺负与抑郁：压力感与网络社会支持的作用

采用网络受欺负量表、压力感量表、网络社会支持问卷和流调中心用抑郁量表对751名初中生进行调查,考察了青少年网络受欺负与抑郁的关系、压力感在网络受欺负与抑郁间的中介作用以及网络社会支持在其中的调节作用。结果表明：（1）青少年网络受欺负与抑郁存在显著正相关;（2）压力感在网络受欺负和抑郁间起完全中介作用;（3）网络社会支持在网络受欺负事件引起的压力感与抑郁间起调节作用,压力感对青少年抑郁的影响,随网络社会支持水平的提高而降低。     

青少年网络受欺负与网络欺负的关系:一个有调节的中介模型

为探讨青少年网络受欺负对网络欺负影响的心理机制,本研究基于一般压力理论与情绪调节模型构建了一个有调节的中介模型,并采用网络欺负量表、社交焦虑量表以及情绪调节量表对武汉市某中学724名初中生进行测量,结果发现：（1）网络受欺负与社交焦虑、网络欺负显著正相关,社交焦虑与网络欺负显著正相关,认知重评与社交焦虑显著负相关,表达抑制与网络欺负显著正相关;（2）网络受欺负不仅直接预测网络欺负,还通过社交焦虑间接预测网络欺负;（3）网络受欺负对网络欺负的中介作用受到情绪调节策略的调节,对低认知重评的个体或高表达抑制的个体而言,中介作用更强。研究结果不仅解释了网络欺负是如何产生的,以及在什么条件下影响更大,也为减少网络欺负的发生提供了重要依据。     

网络受欺负对青少年睡眠问题的影响:压力感和抑郁的链式中介作用

为探讨网络受欺负、压力感、抑郁和青少年睡眠问题的关系,采用网络受欺负量表、抑郁-焦虑-压力量表、匹兹堡睡眠质量自评量表和传统受欺负量表对682名中学生进行调查,结果发现:(1)网络受欺负、压力感、抑郁以及睡眠问题两两之间显著正相关;(2)网络受欺负不仅直接正向预测青少年的睡眠问题,还可以通过压力感的单独中介作用以及压力感与抑郁的链式中介作用来间接影响睡眠问题。研究结果进一步揭示网络受欺负对睡眠问题的作用机制,能为减少网络受欺负对青少年情绪健康和睡眠质量的消极影响提供有益建议。     

The development of the Social Bullying Involvement Scales

This study reports findings of a newly developed measure of social bullying based on Underwood's [2003] framework of social aggression. The Social Bullying Involvement Scales (SBIS) consist of four scales measuring the extent to which children experience social victimization, engage in social bullying, witness social bullying, and intervene in social bullying. The sample consisted of 636 participants (311 females and 325 males, age range 11-16 years; 71% White). Confirmatory factor analysis supported a revised version of Underwood's framework for each of the four participant role scales. Internal consistencies for each scale ranged from .93 to .97. Results revealed that social victimization was related to an increase in anxiety, depressive, and externalizing behaviors. Social bullying was associated with an increase in general externalizing behaviors only. Social witnessing was moderately correlated with depression scores. Intervening in social bullying was not linked with psychological maladjustment or externalizing behaviors. The SBIS provides a comprehensive measure of social victimization, social bullying, social witnessing, and social intervening.     

Individual and social network predictors of the short‐term stability of bullying victimization in the United Kingdom and Germany

Background. There is still relatively little research on the social context within which bullying develops and remains stable. Aim. This study examined the short‐term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying. Sample. The sample consisted of 454 children (247 males and 207 females). Methods. Participants completed questionnaires on bullying victimization at three assessment points over a 9‐week period. Other measures consisted of self‐reported demographic, peer, and family relationship characteristics. Social network indices of density, reciprocity, and hierarchy were constructed using friendship and peer acceptance nominations. Results. Relative risk analyses indicated a six‐fold increased risk of remaining a victim at consequent follow‐ups, compared to a child not victimized at baseline becoming a victim over the follow‐up period. Individual characteristics explained substantially more variance in the stability of bullying victimization than class‐level factors. Hierarchical logistic regression analyses revealed that being victimized by siblings and being rejected by peers predicted remaining a victim over a 9‐week period. Conclusions. Bullying victimization among primary school students proved moderately stable over a 9‐week period. Individual characteristics were more influential in predicting the stable victim role than class‐level factors. Our findings have implications for the identification of stable victims in primary school and early preventative bullying programs.     

Classroom‐ and School‐Level Contributions to Bullying and Victimization: A Review

School bullying is increasingly viewed by researchers as a group phenomenon that extends beyond the perpetrator–victim dyad and is embedded in the wider social context. This paper reviews the literature on classroom and school factors contributing to bullying and victimization among children and adolescents. Considerable variability in the prevalence of these problems exists between classrooms and schools, which are highly relevant contexts for students' social development. Along with individual characteristics, both classroom‐ and school‐related factors explain the bullying dynamic. The contexts may also exacerbate, or buffer against, the effects of individual‐level risk for bullying involvement and the consequences of victimization. We discuss findings on the contributions of demographic and structural characteristics (e.g. grade level, classroom and school size), peer contextual factors (e.g. status hierarchy, group norms and bystander behaviours) and the role of teachers. Finally, implications for research and school‐based antibullying programs are considered. Copyright © 2014 John Wiley & Sons, Ltd.     

Peer Victimization in School: Exploring the Ethnic Context

ABSTRACT— This article provides an overview of recent research on peer victimization in school that highlights the role of the ethnic context—specifically, classrooms' and schools' ethnic composition. Two important findings emerge from this research. First, greater ethnic diversity in classrooms and schools reduces students' feelings of victimization and vulnerability, because there is more balance of power among different ethnic groups. Second, in nondiverse classrooms where one ethnic group enjoys a numerical majority, victimized students who are members of the ethnic group that is in the majority may be particularly vulnerable to self-blaming attributions. The usefulness of attribution theory as a conceptual framework and ethnicity as a context variable in studies of peer victimization are discussed.     

Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood

Examined whether children who were maltreated by caregivers were more likely to bully others and to be at risk for victimization by peers. An additional focus was to investigate emotion's role in bullying and victimization among children at risk. Participants were 169 maltreated and 98 nonmaltreated boys and girls attending a summer day camp for inner-city children. As predicted, maltreated children were more likely than nonmaltreated children to bully other children. Bullying was especially prevalent among abused children who experienced maltreating acts of commission (physical or sexual abuse). Maltreatment also placed children at risk for victimization by peers. Gender did not moderate these findings, in that maltreated boys and girls appeared to be at similar risk for bullying and victimization. As expected, both bullies and victims evidenced problems with emotion regulation. Furthermore, logistic regression analyses suggested that emotion dysregulation made a unique contribution toward differentiating bullies and victims from children who did not evidence bully-victim problems. In addition, maltreatment's effects on children's risk for bullying and victimization were mediated by emotion dysregulation.     

青少年友谊网络与受欺凌的共同变化关系：一项纵向社会网络分析研究

欺凌是一种涉及多类行为和多主体互动的群体过程, 但是已有研究很少在同伴的群体互动和关系变化过程中研究欺凌相关行为的发展。尤其是受欺凌作为一种被动承受而非主动选择的行为结果, 对其在同伴情境中的变化过程研究更为有限。本研究从青少年的友谊网络与其受欺凌的共变关系入手, 采用纵向社会网络分析法, 对来自26个班1406名学生进行为期1年的3个时间点(七年级末、八年级上学期末、八年级下学期末)的追踪研究, 结果发现：(1)受欺凌影响群体内友谊关系的建立：受欺凌水平高的青少年更难以与同伴建立朋友关系(同伴回避效应), 且更倾向于选择同样受欺凌水平高的个体作为朋友(同伴选择效应); (2)友谊关系影响受欺凌水平的变化：在群体中拥有更多朋友关系的青少年, 其受欺凌水平会逐渐降低(同伴保护效应); 但另一方面, 拥有高受欺凌水平朋友的青少年, 自己的受欺凌水平会随着时间呈增高趋势(同伴影响效应); (3)随着时间的发展, 女生的受欺凌水平比男生更容易降低(性别影响效应)。研究结果揭示了友谊网络和受欺凌的共变关系, 为校园欺凌群体干预提供启示。     

Psychological processes in young bullies versus bully‐victims

Some children who bully others are also victimized themselves (“bully‐victims”) whereas others are not victimized themselves (“bullies”). These subgroups have been shown to differ in their social functioning as early as in kindergarten. What is less clear are the motives that underlie the bullying behavior of young bullies and bully‐victims. The present study examined whether bullies have proactive motives for aggression and anticipate to feel happy after victimizing others, whereas bully‐victims have reactive motives for aggression, poor theory of mind skills, and attribute hostile intent to others. This “distinct processes hypothesis” was contrasted with the “shared processes hypothesis,” predicting that bullies and bully‐victims do not differ on these psychological processes. Children (n = 283, age 4–9) were classified as bully, bully‐victim, or noninvolved using peer‐nominations. Theory of mind, hostile intent attributions, and happy victimizer emotions were assessed using standard vignettes and false‐belief tasks; reactive and proactive motives were assessed using teacher‐reports. We tested our hypotheses using Bayesian model selection, enabling us to directly compare the distinct processes model (predicting that bullies and bully‐victims deviate from noninvolved children on different psychological processes) against the shared processes model (predicting that bullies and bully‐victims deviate from noninvolved children on all psychological processes alike). Overall, the shared processes model received more support than the distinct processes model. These results suggest that in early childhood, bullies and bully‐victims have shared, rather than distinct psychological processes underlying their bullying behavior.     

Anchoring Bullying and Victimization in Children Within a Five‐Factor Model‐Based Person‐Centred Framework

Although researchers have begun to explore bullying and victimization problems from a personality perspective, more work is needed on the particular personality constellations of children and adolescents who are vulnerable to victimization or prone to bullying. The principal research goal of the present study was to anchor the robust four‐group classification of bullying and victimization (i.e. bullies, victims, bully/victims and uninvolved children) within the Five‐Factor Model‐based person‐centred framework in primary school children (N = 660), controlling for gender. We found four distinct personality types in middle childhood: a mixed type, an undercontrolled type, a moderate type and a resilient type. In line with expectations, we found that a resilient personality profile protected children and adolescents against victimization and that children and adolescents with an undercontrolled or mixed personality profile were at increased risk to be bully/victims, rather than uninvolved in bully problems or victimization, compared with children with a moderate personality profile. Implications for theory and practice are discussed. Copyright © 2013 John Wiley & Sons, Ltd.