【作者】 徐贝贝； 裴广倩； 桑青松；

【Author】 Xu Beibei;Pei Guangqian;Sang Qingsong;College of Education Sciences,Anhui Normal University;Yangzhou Jiangdu District Yucai Middle School;

【机构】 安徽师范大学教育科学学院； 扬州市江都区育才中学；

【摘要】 网络欺负是欺负行为在网络空间中的延伸,受到了国内外研究者和一线教育工作者的重点关注。初中生正处于青春期,网络具有匿名性特征,在网络环境中实施欺负行为不用担心受到惩罚。因此,初中生更容易产生网络欺负行为,这对欺负者的学习生活、受欺负者的心理发展与行为适应都造成严重危害。本研究采用儿童期心理虐待量表、自我控制量表、同伴依恋量表、网络欺负量表修订版,通过整群抽样对1400名初中生开展问卷调查,使用SPSS 27.0、PROCESS 4.0进行数据分析,探讨儿童期心理虐待对初中生网络欺负的影响中自我控制的中介作用和同伴依恋的调节作用。结果显示:(1)儿童期心理虐待与自我控制呈显著负相关(r=-0.418,p<0.01),与网络欺负呈显著正相关(r=0.286,p<0.01);自我控制与网络欺负呈显著负相关(r=-0.310,p<0.01);同伴依恋与儿童期心理虐待、网络欺负均呈显著负相关(r=-0.280,p<0.01;r=-0.144,p<0.01),与自我控制呈显著正相关(r=0.411,p<0.01)。(2)儿童期心理虐待能显著正向预测初中生网络欺负(B=0.187,95%CI[0.111,0.273]),也可以通过自我控制间接影响初中生网络欺负(B=0.098,95%CI[0.068,0.132])。(3)自我控制在儿童期心理虐待与初中生网络欺负间的中介路径的前半段受到同伴依恋的调节,在低水平同伴依恋的情况下,儿童期心理虐待对自我控制的负向预测效应较小,(Bsimple=-0.185,t=-5.966,p<0.001);在高水平同伴依恋的情况下,儿童期心理虐待对自我控制的负向预测效应增强,(Bsimple=-0.509,t=-14.002,p<0.001)。结论:儿童期心理虐待会直接影响初中生网络欺负,也通过自我控制间接影响初中生网络欺负;自我控制在儿童期心理虐待与初中生网络欺负间的中介路径的前半段受到同伴依恋的调节。因此改善儿童期心理虐待情况、增强自我控制能力、提高同伴依恋质量对减少网络欺负有积极影响。更多还原

【Abstract】 The extension of cyberbullying in cyberspace has attracted the attention of researchers and front-line educators at home and abroad. Junior high school students are in adolescence, the Internet is anonymous, and bullying in the online environment does not have to worry about punishment. Therefore, junior high school students are more likely to have cyberbullying behavior, which causes serious harm to the bullying’s learning life,the psychological development and behavior adaptation of the bullied. In this study, the revised versions of the Childhood Psychological Abuse Scale, Self-Control Scale, Peer Attachment Scale, and Cyberbullying Scale were used to conduct a questionnaire survey on 1400 junior high school students through a whole sample of 1400 junior high school students, and SPSS 27.0 and PROCESS 4.0 were used for data analysis to explore the mediating role of self-control and the moderating effect of peer attachment in the impact of childhood psychological abuse on cyberbullying among junior high school students. The results showed that:(1) Childhood psychological abuse was significantly negatively correlated with self-control(r=-0.418, p<0.01) and cyberbullying(r=0.286, p<0.01).Self-control was significantly negatively correlated with cyberbullying(r=-0.310, p<0.01). Peer attachment was significantly negatively correlated with childhood psychological abuse and cyberbullying(r=-0.280, p<0.01;r=-0.144, p<0.01), and self-control(r=0.411, p<0.01).(2) Childhood psychological abuse can significantly positively predict cyberbullying in junior high school students(B=0.187, 95% CI [0.111 to 0.273]), and can also indirectly affect cyberbullying in junior high school students through self-control(B=0.098, 95% CI [0.068 to0.132]).(3) The first half of the mediating path between childhood psychological abuse and junior high school students’ cyberbullying was regulated by peer attachment, and in the case of low level peer attachment, the negative predictive effect of childhood psychological abuse on self-control was small,(Bsimple=-0.185, t=-5.966,p<0.001); In the case of high levels of peer attachment, the negative predictive effect of childhood psychological abuse on self-control was enhanced,(Bsimple=-0.509, t=-14.002, p<0.001). Conclusion: Childhood psychological abuse can directly affect the cyberbullying of junior high school students, and also indirectly affect the cyberbullying of junior high school students through self-control. The first half of the mediating path between childhood psychological abuse and junior high school students’ cyberbullying is moderated by peer attachment.Therefore, improving childhood psychological abuse, enhancing self-control, and improving the quality of peer attachment have a positive impact on reducing cyberbullying.更多还原