) 山东师范大学儿童青少年发展研究院, 山东师范大学心理学院, 济南 250014
收稿日期:2020-05-12出版日期:2021-02-25发布日期:2020-12-29通讯作者:张文新E-mail:zhangwenxin@sdnu.edu.cn基金资助:教育部哲学社会科学研究重大课题攻关项目(17JZD058);国家自然科学基金(31860280);国家自然科学基金(31971008)Healthy context paradox in the association between bullying victimization and externalizing problems: The mediating role of hostile attribution bias
LIU Xiaowei, PAN Bin, CHEN Liang, LI Tengfei, JI Linqin, ZHANG Wenxin() Research Institute of Child and Adolescent Development, School of Psychology, Shandong Normal University, Jinan 250014, China
Received:2020-05-12Online:2021-02-25Published:2020-12-29Contact:ZHANG Wenxin E-mail:zhangwenxin@sdnu.edu.cn摘要/Abstract
摘要： “健康环境悖论”是指在总体受欺负水平较低的环境中, 受欺负的个体会表现出更多适应问题。本研究以来自47个班级的1764名5年级到8年级学生为被试(男生956人, 平均年龄14.46岁), 考察了班级平均受欺负水平在个体受欺负经历与外化问题间的调节作用及敌意性归因的中介作用。结果发现：(1)受欺负与外化问题的关系存在“健康环境悖论”现象, 即班级平均受欺负水平能调节个体受欺负经历与外化问题的关系, 在班级平均受欺负水平较低的班级中受欺负经历与外化问题的关联更强; (2)班级平均受欺负水平对受欺负与外化问题的调节作用通过敌意性归因的中介作用实现。本研究证实了受欺负与外化问题的健康环境悖论现象, 并首次揭示了敌意性归因的中介作用机制。
图/表 5
图1班级平均受欺负水平会影响受欺负个体外化问题的作用机制
图1班级平均受欺负水平会影响受欺负个体外化问题的作用机制表1个体水平与班级水平变量的平均数、标准差与相关系数
| 变量 | M | SD | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|---|
| 个体水平 | |||||||
| 1 性别 | — | — | — | ||||
| 2 母亲受教育水平 | 3.81 | 1.20 | 0.01 | — | |||
| 3 父亲受教育水平 | 3.99 | 1.22 | 0.02 | 0.73** | — | ||
| 4 受欺负水平 | 0.38 | 0.60 | -0.10** | -0.05* | -0.04 | — | |
| 5 敌意性归因 | 0.20 | 0.22 | 0.04 | -0.02 | -0.02 | 0.31** | — |
| 6 外化问题 | 0.18 | 0.20 | -0.07** | -0.02 | -0.05 | 0.28** | 0.26** |
| 班级水平 | |||||||
| 1 年级 | — | — | — | ||||
| 2 班级规模 | 39.67 | 8.19 | 0.53*** | — | |||
| 3 班级平均受欺负水平 | 0.38 | 0.13 | -0.31*** | -0.03 | — |
表1个体水平与班级水平变量的平均数、标准差与相关系数
| 变量 | M | SD | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|---|
| 个体水平 | |||||||
| 1 性别 | — | — | — | ||||
| 2 母亲受教育水平 | 3.81 | 1.20 | 0.01 | — | |||
| 3 父亲受教育水平 | 3.99 | 1.22 | 0.02 | 0.73** | — | ||
| 4 受欺负水平 | 0.38 | 0.60 | -0.10** | -0.05* | -0.04 | — | |
| 5 敌意性归因 | 0.20 | 0.22 | 0.04 | -0.02 | -0.02 | 0.31** | — |
| 6 外化问题 | 0.18 | 0.20 | -0.07** | -0.02 | -0.05 | 0.28** | 0.26** |
| 班级水平 | |||||||
| 1 年级 | — | — | — | ||||
| 2 班级规模 | 39.67 | 8.19 | 0.53*** | — | |||
| 3 班级平均受欺负水平 | 0.38 | 0.13 | -0.31*** | -0.03 | — |
表2多水平结构方程模型
| 因变量 | M1: 个体水平模型 | M2: 班级水平模型 | M3: 有中介的调节模型 | |
|---|---|---|---|---|
| 外化问题 | 外化问题 | 敌意性归因 | 外化问题 | |
| 截距 | 0.191*** | 0.168*** | 0.198*** | 0.162*** |
| 个体水平 | ||||
| 性别 | -0.018* | -0.016 | 0.038*** | -0.022** |
| 父亲受教育水平 | 0.002 | 0.001 | -0.001 | 0.002* |
| 母亲受教育水平 | 0.000 | 0.000 | 0.001 | 0.000 |
| 个体受欺负水平 | 0.081*** | 0.068*** | 0.165*** | 0.041** |
| 敌意性归因 | 0.161*** | |||
| 班级水平 | ||||
| 年级 | 0.048** | -0.049 | 0.049** | |
| 班级规模 | -0.002 | 0.000 | -0.002* | |
| 班级平均受欺负水平 | 0.094 | 0.135* | 0.096 | |
| 跨层调节 | ||||
| 年级×个体受欺负水平 | 0.073* | -0.049 | 0.081** | |
| 班级规模×受欺负水平 | -0.001 | 0.002 | -0.001 | |
| 班级平均受欺负水平×个体受欺负水平 | -0.263* | -0.470*** | -0.186 | |
| 随机效应 | ||||
| σ2 | 0.036*** | 0.033*** | 0.041*** | 0.032*** |
| τ00 | 0.002* | 0.001* | 0.198*** | 0.001* |
| τ11 | 0.004** | 0.165 | 0.004** | |
表2多水平结构方程模型
| 因变量 | M1: 个体水平模型 | M2: 班级水平模型 | M3: 有中介的调节模型 | |
|---|---|---|---|---|
| 外化问题 | 外化问题 | 敌意性归因 | 外化问题 | |
| 截距 | 0.191*** | 0.168*** | 0.198*** | 0.162*** |
| 个体水平 | ||||
| 性别 | -0.018* | -0.016 | 0.038*** | -0.022** |
| 父亲受教育水平 | 0.002 | 0.001 | -0.001 | 0.002* |
| 母亲受教育水平 | 0.000 | 0.000 | 0.001 | 0.000 |
| 个体受欺负水平 | 0.081*** | 0.068*** | 0.165*** | 0.041** |
| 敌意性归因 | 0.161*** | |||
| 班级水平 | ||||
| 年级 | 0.048** | -0.049 | 0.049** | |
| 班级规模 | -0.002 | 0.000 | -0.002* | |
| 班级平均受欺负水平 | 0.094 | 0.135* | 0.096 | |
| 跨层调节 | ||||
| 年级×个体受欺负水平 | 0.073* | -0.049 | 0.081** | |
| 班级规模×受欺负水平 | -0.001 | 0.002 | -0.001 | |
| 班级平均受欺负水平×个体受欺负水平 | -0.263* | -0.470*** | -0.186 | |
| 随机效应 | ||||
| σ2 | 0.036*** | 0.033*** | 0.041*** | 0.032*** |
| τ00 | 0.002* | 0.001* | 0.198*** | 0.001* |
| τ11 | 0.004** | 0.165 | 0.004** | |
图2班级平均受欺负水平调节受欺负与外化问题的关系
图2班级平均受欺负水平调节受欺负与外化问题的关系
图3班级平均受欺负水平调节受欺负与敌意性归因的关系
图3班级平均受欺负水平调节受欺负与敌意性归因的关系参考文献 61
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