同伴侵害与青少年抑郁的关系:班级攻击规范凸显性的调节作用

Peer Victimization and Depression among Chinese Adolescents:The Moderating Effects of Classroom Norm Salience for Aggression

本研究使用问卷法,以自我报告和同伴提名相结合的方式对青少年的同伴侵害、攻击行为、同伴接纳和抑郁进行测量,考察同伴侵害对青少年抑郁的预测作用以及班级攻击规范凸显性对上述关系的调节作用。多层线性分析的结果表明:(1)在个体水平上控制了性别因素后,同伴侵害可显著正向预测青少年抑郁水平;(2)在班级水平上控制了年级、班级人数、班级性别比后,班级攻击规范凸显性可显著调节同伴侵害与青少年抑郁的关系。具体表现为,在对攻击行为接纳程度(即班级攻击规范凸显性)较低的班级,同伴侵害对青少年抑郁水平的正向预测作用更强。研究结果在一定程度上扩展了“健康环境悖论”的内涵,对校园欺凌的预防与干预有一定的启示意义。

The goal of the present study was to explore the moderating role of classroom norm salience for aggression in the links between peer victimization and adolescents'depression.Data on peer victimization,peer acceptance and depression were obtained from peer nominations and self-reports.Results of multilevel linear analysis indicated that:(1)Peer victimization was positively associated with depression after controlling for the effect of gender;(2)Classroom norm salience for aggression could moderate the relationship between peer victimization and depression after controlling for the effects of grade,classroom size and the gender ratio in the classroom.Specifically,peer vic-timization was more strongly associated with depression in classrooms where aggressive behaviors were less accepted by peers.The results were in accordance with the hypothesis of"healthy context paradox"and provided some in-sights for the prevention and intervention of school bullying in future.