我们的网站为什么显示成这样?

可能因为您的浏览器不支持样式,您可以更新您的浏览器到最新版本,以获取对此功能的支持,访问下面的网站,获取关于浏览器的信息:

|本期目录/Table of Contents|

 中学生欺凌受害对其内化问题的影响:有调节的中介模型(PDF)

《心理学探新》[ISSN:1003-5184/CN:36-1228/B]

期数:
 2019年04期
页码:
 379-385
栏目:
 人格与应用心理学
出版日期:
 2019-07-20

文章信息/Info

Title:
 The Impact of Bullying Victimization of Secondary School Students on Their Internalizing Problems:A Moderated Mediation Model
文章编号:
1003-5184(2019)04-0379-06
作者:
 谢家树1梅 里12
 (1.湖南师范大学心理学系,湖南师范大学认知与人类行为湖南省重点实验室,长沙 410081; 2.六盘水师范学院,教育科学与音乐学院,六盘水市 553004)
Author(s):
 Xie Jiashu1Mei Li2
 (1.Cognition & Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410081; 2.School of Educational Science and Music,Liupanshui Normal University,Liupanshui 553004)
关键词:
 校园氛围 欺凌受害 心理弹性 内化性问题 有调节的中介
Keywords:
 school climate bullying victimization resilience internalizing problems moderated mediation
分类号:
 B848
DOI:
 -
文献标识码:
 A
摘要:
 采用特拉华校园氛围量表、特拉华欺负受害量表、心理弹性量表、病人健康问卷抑郁量表和广泛性焦虑量表对3543名中学生进行调查。探讨中学生感知的校园氛围与心理弹性在其欺凌受害与内化性问题间的中介调节作用。结果表明:(1)在控制中学生的性别、年级及父母文化水平后,欺凌受害能显著正向预测学生的内化性问题。(2)心理弹性在欺凌受害与内化性问题间起部分中介作用。(3)中学生感知的校园氛围在欺凌受害以及心理弹性对内化性问题的影响中均有显著的调节作用。
Abstract:
 By using the Delaware School Climate Scale(Student Volume)(DSCS-S),Delaware Bullying Victimization Scale(Student Volume)(DBVS-S),Connor-Davidson Resilience Scale(CD-RISC),Patient Health Questionnaire-9(PHQ-9)and Generalized Anxiety Disorder Scale-7(GAD-7)among 3543 secondary school students.This study examined the moderated mediation effect of students'perceived school climate and resilience in the relationship between bullying victimization and internalizing problems.Results showed that:(1)After controlling of gender,age,grade and parents'educational level,bullying victimization had a significant effect on internalizing problems.(2)Resilience played a part-mediated role in the relationship between bullying victimization and internalizing problems.(3)School climate perceived by students could significantly moderated the impact of bullying victimization and resilience on internalizing problems.

参考文献/References

 陈惠惠,刘巧兰,胡冰霜.(2011).农村留守初中生社会支持、同伴关系与心理弹性的关系研究.现代预防医学,38(16),3219-3221. 陈武,李董平,鲍振宙,闫昱文,周宗奎.(2015).亲子依恋与青少年的问题性网络使用:一个有调节的中介模型.心理学报,47(5),611-623. 褚晓伟,范翠英,柴唤友,宋快.(2016).初中生受欺负与社交焦虑:社会自我效能感的中介作用.中国临床心理学杂志,(6),1051-1054. 郭海英,陈丽华,叶枝,潘瑾,林丹华.(2017).流动儿童同伴侵害的特点及与内化问题的循环作用关系:一项追踪研究.心理学报,49(3),336-348. 胡星辰,张迎黎,梁炜,张红梅,杨世昌.(2014).病人健康问卷抑郁量表(phq-9)在青少年中应用的信效度检验.四川精神卫生,27(4). 黄晓婷,吴方文,宋映泉.(2017).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.华东师范大学学报(教育科学版),35(1),93-101. 李董平,何丹,陈武,鲍振宙,王艳辉,赵力燕.(2015).校园氛围与青少年问题行为的关系:同伴侵害的中介作用.心理科学,(4),896-904. 李海垒,张文新,于凤杰.(2012).青少年受欺负与抑郁的关系.心理发展与教育,28(1),77-82. 李远.(2017).初中生校园欺凌问题的调查与思考——以福建省厦门市湖里区为例.中小学心理健康教育,(30),13-18. 邱婷,谭文.(2012).心理弹性的文献综述.社会心理科学,(4),9-13. 曲姗,胜利.(2015).广泛性焦虑量表在综合医院心理科门诊筛查广泛性焦虑障碍的诊断试验.中国心理卫生杂志,29(12),939-944. 谢家树,梅里.(2018a).中学生感知的校园氛围与欺负受害的关系:学生卷入度的中介作用.中国临床心理学杂志,26(1),113-117. 谢家树,吕永晓,马坤,谢璐,George G.Bear,Chunyan Yang等.(2016).特拉华校园氛围量表(学生卷)中文版信、效度研究.中国临床心理学杂志,24(2),250-253. 谢家树,魏宇民.(2018b).特拉华欺负受害量表(学生卷)中文版再修订及初步应用.中国临床心理杂志,(2),259-263. 于肖楠,张建新.(2005).Connor-Davidson韧性量表(CD-RISC)在中国大陆的应用.全国心理学学术大会. 张文新,陈亮,纪林芹,张玲玲,陈光辉,王姝琼.(2009).童年中期身体侵害、关系侵害与儿童的情绪适应.心理学报,41(5),433-443. 张兴慧,李放,项紫霓,王耘.(2014).儿童青少年校园受欺负潜在类别及与焦虑的关系.中国临床心理学杂志,22(4),631-634. 朱清,范方,郑裕鸿,孙仕秀,张露,田卫卫.(2012).心理弹性在负性生活事件和抑郁症状之间的中介和调节:以汶川地震后的青少年为例.中国临床心理学杂志,20(4),514-517. 朱新筱.(2005).初中生感知的学校氛围与欺负的关系(硕士学位论文).山东师范大学. Bear,G.G.,Yang,C.,Mantz,L.,Pasipanodya,E.,Boyer,D.,& Hearn,S.(2014).Technical manual for delaware school surveys:Scales of school climate,bullying victimization,student engagement,and positive,punitive,and social emotional learning techniques.Retrieved from University of Delaware,Center for Disabilities Studies,Positive Behavioral Supports and School Climate Project. Coker,J.K.,& Borders,L.D.(2001).An analysis of environmental and social factors affecting adolescent problem drinking.Journal of Counseling and Development,79,200-208. Connor,K.M.,& Davidson,J.R.T.(2003).Development of a new resilience scale:The Connor-Davidson Resilience Scale(CD-RISC).Depression & Anxiety,18(2),76-82. Haynes,N.M.,Emmons,C.,& Benavie,M.(1997).School climate as a factor in student adjustment and achievement.Journal of Educational & Psychological Consultation,8(3),321-329. Herman,K.C.,Reinke,W.M.,Parkin,J.,Traylor,K.B.,& Agarwal,G.(2010).Childhood depression:Rethinking the role of the school.Psychology in the Schools,46(5),433-446. Loukas,A.,& Robinson,S.(2004).Examining the moderating role of perceived school climate in early adolescent adjustment.Journal of Research on Adolescence,14(2),209-233. Luthar,S.S.,Cicchetti,D.,& Becker,B.(2000).The construct of resilience:A critical evaluation and guidelines for future work.Child Development,71(3),543-562. Menesini,E.,Modena,M.,& Tani F.(2009).Bullying and victimization in adolescence:Concurrent and stable roles and psychological health symptoms.Journal of Genetic Psychology,170(2),115-133. Olweus,D.(1994).Bullying at School:What we know and what we can do.British Journal of Educational Studies,42(4),403. Podsakoff,P.M.,Mackenzie,S.B.,Lee,J.Y.,& Podsakoff,N.P.(2003).Common method biases in behavioral research:A critical review of the literature and recommended remedies.J Appl Psychol,88(5),879-903. Yang,C.,Sharkey,J.D.,Reed,L.A.,Chen,C.,& Dowdy,E.(2018).Bullying victimization and student engagement in elementary,middle,and high schools:Moderating role of school climate.School Psychology Quarterly.

备注/Memo

备注/Memo:
 基金项目:湖南省自然科学基金课题(2017JJ2184),湖南省教育厅(16C1018)。 通讯作者:谢家树,E-mail:xjiashu@ymail.com。
更新日期/Last Update:  2019-07-20