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大学生校园欺凌经历与负性情绪的关系：一个有调节的中介模型

The Relationship between School Bullying Victim Experience and Negative Emotions in College Students: A Moderated Mediation Model

中国心理学前沿 / 2024,6(11)：2183-2189 / 2024-12-06 40 46

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• 作者： 干瑜璐      陈日鑫     
• 单位：

  浙江国际海运职业技术学院，舟山

• 关键词： 校园欺凌经历；负性情绪；自尊；“躺平”
• School bullying victim experience; Negative emotions; Self-esteem;“Lying flat”
• 摘要： 目的：了解大学生校园欺凌经历与负性情绪的关系及其相关因素。方法：以1532名大学生为被试进行问卷调查。采用抑郁－焦虑－压力量表、特拉华欺凌受害量表（回溯版）、自尊量表、“躺平”量表分别测量大学生的负性情绪、校园欺凌经历、自尊水平与“躺平”水平。结果：校园欺凌经历得分与负性情绪得分呈正向关联；自尊得分在校园欺凌经历和负性情绪得分之间起部分中介作用的大小为0.07（95%CI：0.05～0.09，p<0.001），中介效应占总效应的14.58％；“躺平”得分在校园欺凌经历与负性情绪得分、校园欺凌经历与自尊得分的关系中均起调节作用。结论：自尊在校园欺凌经历对大学生负性情绪的影响过程中起部分中介作用，“躺平”调节了校园欺凌经历与自尊、负性情绪之间的关系。
• Objective: To understand the relationship and related factors between school bullying victim experience and negative emotions in college students. Methods: A questionnaire survey was conducted among 1532 college students. They were assessed with the Depression-Anxiety- Stress Scale(DASS-21), Delaware Bullying Victimization Scale- Retrospective Version(DBVS-R), Self-Esteem Scale(SES), “Lying Flat” Tendency Scale(LFTS). Results: The DBVS-R scores were positively associated with the DASS-21 scores . The SES scores played a partial mediating role in the relationship between DBVS-R scores and DASS-21 scores, the mediating effect was 0. 07(95%CI: 0. 05~0. 09, p<0. 001), and the mediating effect accounted for 14. 58% of the total effect. The LFTS scores played a moderating role in the relationship between DBVS-R scores and both DASS-21 scores and SES scores. Conclusions: Self-Esteem plays a partial mediating role in the relationship between school bullying victim experience and negative emotions;“Lying Fla”t plays a moderating role in the relationship between school bullying victim experience and Self-Esteem, negative emotions.
• DOI： https://doi.org/10.35534/pc.0611245
• 引用： 干瑜璐，陈日鑫．大学生校园欺凌经历与负性情绪的关系：一个有调节的中介模型［J］．中国心理学前沿，2024，6（11）：2161-2167．