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

黄晓婷; 吴方文; 宋映泉

doi:10.16382/j.cnki.1000-5560.2017.01.010

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

北京大学中国教育财政科学研究所, 北京 100871

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出版历程
- 刊出日期: 2017-01-20

The Impact of Peer Victimization on Internalized Behavior in Rural Boarding Schools: A Moderated Mediation Model

China Institute for Educational Finance Research, Peking University, Beijing 100871, China

摘要

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。
- 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.
- peer victimization /
- rural boarding schools /
- campus bullying /
- internalized behavior /
- resilience /
- self-esteem

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图 1 有调节的中介模型图

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图 2 自尊对心理弹性与内化行为间关系的调节

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表 1 各变量描述性统计及其相关系数

	M	SD	1	2	3	4
1.同伴侵害	0.932	0.827	1
2.自尊	2.760	0.447	-.175^**	1
3.心理弹性	2.957	0.357	-.277^**	.564^**	1
4.内化行为	1.952	0.412	.278^**	-.135^**	-.181^**	1
注：^p < .001, ^p < .01, ^*p < .05。

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表 2 同伴侵害、自尊预测内化行为的回归分析

预测变量	B	SE	p	95% CI
1.年级	0.12	0.019	< 0.01	[0.084, 0.158]
2.性别	0.024	0.015	0.112	[-0.003, 0.058]
3.户口	-0.018	0.038	0.642	[-0.091, 0.055]
4.父亲教育水平	-0.008	0.010	0.408	[-0.027, 0.012]
5.母亲教育水平	-0.038	0.010	< 0.01	[-0.059, -0.02]
6.年龄	0.013	0.010	0.198	[-0.007, 0.032]
7.同伴侵害	0.259	0.009	< 0.01	[0.241, 0.276]
8.自尊	-0.128	0.010	< 0.01	[-0.146, -0.108]
9.同伴侵害×自尊	-0.013	0.010	0.187	[-0.034, 0.006]
9. R²	0.102
10. F	151.795^***
注：^*p < .001, ^{ *}p < .01, ^p < .05。

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表 3 同伴侵害、自尊预测心理弹性的回归分析

预测变量	B	SE	p	95% CI
1.年级	0.091	0.015	< 0.01	[0.059, 0.121]
2.性别	0.171	0.013	< 0.01	[0.146, 0.196]
3.户口	-0.135	0.084	0.108	[-0.316, 0.026]
4.父亲教育水平	0.013	0.008	0.116	[-0.003, 0.028]
5.母亲教育水平	-0.01	0.008	0.207	[-0.027, 0.005]
6.年龄	-0.018	0.008	< 0.05	[-0.035, -0.003]
7.同伴侵害	-0.176	0.007	< 0.01	[-0.189, -0.162]
8.自尊	0.488	0.009	< 0.01	[0.470, 0.506]
9.同伴侵害×自尊	-0.011	0.008	0.187	[-0.028, 0.004]
10. R²	0.348
11. F	712.173^***
注：^p < .001, ^p < .01, ^*p < .05。

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表 4 同伴侵害、自尊、心理弹性预测内化的回归分析

预测变量	B	SE	p	95% CI
1.年级	0.131	0.018	< 0.01	[0.096, 0.165]
2.性别	0.049	0.016	< 0.01	[0.02, 0.081]
3.户口	-0.094	0.097	0.340	[-0.29, 0.097]
4.父亲教育水平	-0.004	0.010	0.694	[-0.022, 0.016]
5.母亲教育水平	-0.038	0.010	< 0.01	[-0.057, -0.018]
6.年龄	0.009	0.009	0.311	[-0.009, 0.029]
7.同伴侵害	0.217	0.009	< 0.01	[0.2, 0.235]
8.自尊	-0.020	0.010	0.054	[-0.04, 0]
9.同伴侵害×自尊	-0.054	0.009	< 0.01	[-0.073, -0.035]
10.心理弹性	-0.223	0.012	< 0.01	[-0.248, -0.201]
11.自尊×心理弹性	-0.126	0.009	< 0.01	[-0.142, -0.11]
12. R²	0.153
13. F	204.025^***
注：^p < .001, ^p < .01, ^*p < .05。

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