教师支持与校园受欺凌的关系:同伴支持和学校归属感的中介作用

The Relationship between Teacher Support and Suffering School Bullying: The Chain Intermediary Effect of Peer Support and School Sense of Belonging

目的:探讨4~6年级小学生的教师支持和校园受欺凌的关系及同伴支持和学校归属感在二者关系中的链式中介效应。方法:采用校园受欺凌问卷、教师支持问卷、同伴支持问卷和学校归属感问卷对安徽省某地级市的1681名4~6年级小学生进行集体施测。结果:1) 教师支持、同伴支持和学校归属感两两呈显著正相关(r在0.51~0.53之间,P 【0.01);教师支持、同伴支持和学校归属感与校园受欺凌均呈显著负相关(r = −0.27, −0.29, −0.43, P 【0.01)。2) 教师支持可以直接影响校园受欺凌,还可以通过学校归属感的中介作用以及同伴支持和学校归属感的链式中介作用两条间接路径影响校园受欺凌。结论:教师支持对校园受欺凌有重要影响,学校归属感在二者之间起独立中介作用,同伴支持和学校归属感在二者之间起链式中介作用。

Object: To explore the relationship between teacher support and suffering school bullying, and the chain-mediated effect of peer support and school belonging. Methods: A total of 1681 pupils of Grade 4~6 in a city of Anhui Province were tested by using suffering school bullying questionnaire, teacher support questionnaire, peer support questionnaire and school sense of belonging questionnaire. Results: 1) Teacher support, peer support and suffering school bullying were positively correlated (r between 0.51 and 0.53, P