父母依恋与中学生被欺凌行为的关系:情绪调节自我效能感的中介作用

The Relationship between Parental Attachment and Bullying Behavior of MiddleSchool Students:The Mediating Role of Emotion Regulation Self-Efficacy

为了探讨情绪调节自我效能感在父母依恋与中学生被欺凌行为间的中介作用,为预防校园欺凌的发生提供参考,采用分层随机抽样的方法选取贵州省8所中学2830名中学生作为研究对象,使用欺负行为调查问卷(中学版)、亲子依恋量表(IPPA)以及情绪调节自我效能感量表(RESE)进行调查,采用二元Logistic回归、一般线性回归进行中介分析发现:(1)接受调查的中学生共有364人(12.9%)涉及校园欺凌,其中既是欺凌者又是被欺凌者46人(1.6%),被欺凌者223人(7.9%),欺凌他人者95人(3.4%);是否单亲家庭学生和是否留守学生在校园欺凌不同角色中的差异具有统计学意义(χ^(2)=31.177,35.952,P值均小于0.001)。(2)父母依恋与中学生被欺凌呈现显著负相关(r=-0.155,P<0.01),情绪调节自我效能感与中学生被欺凌呈显著负相关(r=-0.162,P<0.01)。(3)路径结果表明,情绪调节自我效能感在父母信任对中学生被欺凌行为的影响中起中介作用,95%的CI为(-0.130,-0.070);情绪调节自我效能感在父母沟通对中学生被欺凌行为的影响中起中介作用,95%的CI为(-0.148,-0.092);情绪调节自我效能感在父母疏离对中学生被欺凌行为的影响中起中介作用,95%的CI为(-0.080,-0.049)。可见,父母依恋不仅直接影响中学生的被欺凌行为,还通过情绪调节自我效能感间接发挥作用。

In order to explore the mediating role of emotion regulation self-efficacy between parental attachment and bullying behavior 2,830 middle school students from 8 middle schools in Guizhou Province have been selected as subjects by stratified random sampling.The bullying behavior questionnaire(middle school version),parental attachment scale(IPPA)and emotion regulation self-efficacy scale(RESE)have been used for the survey,the binary logistic regression and general linear regression have been employed to conduct the mediating analysis,and it turns out that(1)A total number of 364(12.9%)middle school students surveyed were involved in the school bullying,including 46(1.6%)students who were both bullies and victims,223(7.9%)students who were bullied and 95(3.4%)students who bullied others.There is a statistic significance in difference between single-parent students and left-behind students in different roles of the school bullying(χ^(2)=31.177,35.952,P<0.001).(2)There demonstrate a significant negative correlation between parental attachment and the bullying of middle school students(r=-0.155,P<0.01),and the significant negative correlation between the emotion regulation self-efficacy and the bullying of middle school students(r=-0.162,P<0.01).(3)The path results show that the emotion regulation self-efficacy plays a mediating role in the influence of parental trust on middle school students’bullying behavior with 95%CI(-0.130,-0.070),the emotion regulation self-efficacy also plays the mediating role in the influence of parental communication on middle school students’bullying behavior with 95%CI(-0.148,-0.092);moreover,the emotion regulation self-efficacy plays the mediating role in the influence of parental alienation on middle school students’bullying behavior with 95%CI(-0.080,-0.049).Therefore,parental attachment not only directly affects middle school students’bullying behavior,but also plays an indirect role through emotion regulation self-efficacy.