青少年校园欺凌旁观行为与焦虑抑郁症状的关系：基于纵向网络分析法

doi:10.12139/j.1672-0628.2025.04.010

摘要/Abstract

摘要：

对1083名青少年进行为期六个月的两次追踪调查，采用纵向网络分析法考察青少年焦虑抑郁的核心症状，探究校园欺凌旁观行为与焦虑抑郁症状的网络关系，并检验该网络结构的跨时间差异性。结果发现：(1)青少年焦虑抑郁的核心症状为T1时间的“我过分恐惧或担心”及T2时间的“我忧虑重重”；(2)“局外行为”是连接青少年校园欺凌旁观行为与焦虑抑郁症状的重要桥梁；(3)两个时间的网络结构相对稳定。研究结果揭示了校园欺凌旁观行为与焦虑抑郁症状的网络结构，为校园欺凌旁观者的心理适应提供了新的干预视角。

关键词: 青少年, 焦虑抑郁症状, 校园欺凌, 旁观行为, 纵向网络分析

Abstract:

A sample of 1083 adolescents took part in a longitudinal study for six months which was measured twice. We employed longitudinal network analysis to identify central symptoms of anxiety and depression in adolescents. Besides, the relationship between adolescents’ bystander behaviors in school bullying and the symptoms of anxiety and depression was also examined. Finally, we tested the cross-time stability of this network structure. The results showed that: 1) the central symptom of adolescents’ anxiety and depression at Time 1 was “I am overly afraid or worried”, and at Time 2 was “I am deeply worried”; 2) the bridge between adolescents’ bystander behaviors and anxiety-depression network was “outsider behaviors”; 3) the structures of the networks were relatively stable across two waves. These results reveal the network structure between adolescents’ bystander behaviors in school bullying and their anxiety-depression symptoms, providing novel intervention perspectives for the psychological adaptation of bystanders.

Key words: adolescents, anxiety-depression symptoms, school bullying, bystander behaviors, longitudinal network analysis

鲍振宙, 刘花, 于明申. 青少年校园欺凌旁观行为与焦虑抑郁症状的关系：基于纵向网络分析法[J]. 心理与行为研究, 2025, 23(4): 504-512.

Zhenzhou BAO, Hua LIU, Mingshen YU. The Relationship Between Adolescents’ Bystander Behaviors in School Bullying and Anxiety-Depression Symptoms: Based on Longitudinal Network Analysis[J]. Studies of Psychology and Behavior, 2025, 23(4): 504-512.

图/表 9

表1 被试人口统计学信息(n=1083)

人口统计学因素
年龄, M(SD)^a
	T1: 14.40(1.30)
	T2: 14.90(1.30)
性别, n(%)
男	535(49.40%)
女	548(50.60%)
家庭经济困难, n(%)^a
很大困难	16(1.48%)
较大困难	63(5.82%)
较小困难	386(35.64%)
没有困难	475(43.86%)

图1 青少年校园欺凌中的旁观行为与焦虑抑郁的相关关系注：*p<0.05，**p<0.01，***p<0.001；ADS(Anxiety and Depression Scale)=焦虑抑郁，OB(outsider behaviors)=局外行为，PBB(pro-bullying behaviors)=亲欺凌行为，DB(defender behaviors)=保护行为，以下同。

图2 T1时青少年焦虑抑郁的网络结构注：节点表示焦虑抑郁量表中的不同题项，边线表示项目之间的相关性，红色边线表示负相关，绿色边线表示正相关，边线越粗代表相关性越强，以下同。

图3 T2时青少年焦虑抑郁的网络结构

图4 焦虑抑郁各项目的预期影响注：红色表示T1时的预期影响，绿色表示T2时的预期影响。

图5 T1时青少年校园欺凌旁观行为与焦虑抑郁的网络估计注：红色边线表示负相关，蓝色边线表示正相关，以下同。

图6 T2时青少年校园欺凌旁观行为与焦虑抑郁的网络估计

图7 T1(左)、T2(右)时青少年校园欺凌旁观行为与焦虑抑郁症状关系网络的桥接预期影响

表2 T1、T2网络结构的边线不变性检验结果

	节点	节点	p	d(T2−T1)
焦虑抑郁	ADS4	ADS6	0.04	−0.11
	ADS1	ADS8	0.02	−0.02
	ADS6	ADS9	0.02	0.09
	ADS3	ADS10	0.03	0.07
	ADS2	ADS11	0.03	0.14
	ADS6	ADS11	0.03	0.11
	ADS11	ADS12	0.05	−0.09
	ADS5	ADS15	0.01	−0.07
	ADS9	ADS13	0.05	−0.02
旁观行为−焦虑抑郁	DB	ADS12	0.04	−0.02

参考文献 0

	陈嘉慧, 任萍, 吕沐华, 李添. 童年晚期抑郁症状网络的演化及症状间的纵向关系. 心理科学, 2024, 47 (6): 1381- 1391.
	储怡佳. (2023). 青少年亲欺凌旁观行为的发展轨迹及其前因与后果变量分析(硕士学位论文). 赣南师范大学, 赣州.
	纪林芹, 陈亮, 徐夫真, 赵守盈, 张文新. 童年中晚期同伴侵害对儿童心理社会适应影响的纵向分析. 心理学报, 2011, 43 (10): 1151- 1162.
	王大涛, 刘艳艳, 周建华. 同伴侵害对青少年内外化问题的影响: 有调节的中介模型. 心理与行为研究, 2023, 21 (5): 651- 657. DOI
	王孟成, 张新彤, 吕昌嵩, 黎志华. 男性服刑人员抑郁焦虑症状网络结构及其与父母养育方式的关系. 中国临床心理学杂志, 2021, 29 (3): 496- 500.
	杨晓霞, 陈亮, 曹衍淼, 毕馨文, 陈光辉, 张文新. 青少年早期同伴侵害的亚类别及其稳定性: 个体定向的分析. 心理发展与教育, 2020, 36 (2): 146- 156.
	喻承甫, 张卫, 曾毅茵, 叶婷, 李月明, 王姝君. 青少年感恩与问题行为的关系: 学校联结的中介作用. 心理发展与教育, 2011, 27 (4): 425- 433.
	张伟霞, 席敏, 阴甜甜, 王成, 司书宾. 基于网络分析的抑郁症产生与演变预测. 心理科学进展, 2023, 31 (11): 2129- 2141.
	Bandura, A. Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 1999, 3 (3): 193- 209. DOI
	Beard, C., Millner, A. J., Forgeard, M. J. C., Fried, E. I., Hsu, K. J., Treadway, M. T., … Björgvinsson, T. Network analysis of depression and anxiety symptom relationships in a psychiatric sample. Psychological Medicine, 2016, 46 (16): 3359- 3369. DOI
	Bekkhus, M., McVarnock, A., Coplan, R. J., Ulset, V., & Kraft, B. Developmental changes in the structure of shyness and internalizing symptoms from early to middle childhood: A network analysis. Child Development, 2023, 94 (4): 1078- 1086. DOI
	Borkovec, T. D., Lyonfields, J. D., Wiser, S. L., & Deihl, L. The role of worrisome thinking in the suppression of cardiovascular response to phobic imagery. Behaviour Research and Therapy, 1993, 31 (3): 321- 324. DOI
	Copeland, W. E., Shanahan, L., Costello, E. J., & Angold, A. Childhood and adolescent psychiatric disorders as predictors of young adult disorders. Archives of General Psychiatry, 2009, 66 (7): 764- 772. DOI
	Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 2013, 70 (4): 419- 426. DOI
	Craig, W. M., & Pepler, D. J. Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 1998, 13 (2): 41- 59. DOI
	D’Augelli, A. R., Pilkington, N. W., & Hershberger, S. L. Incidence and mental health impact of sexual orientation victimization of lesbian, gay, and bisexual youths in high school. School Psychology Quarterly, 2002, 17 (2): 148- 167. DOI
	Dablander, F., & Hinne, M. Node centrality measures are a poor substitute for causal inference. Scientific Reports, 2019, 9 (1): 6846. DOI
	Demaray, M. K., Malecki, C. K., Ryoo, J. H., & Summers, K. H. Deconstructing bullying roles: A longitudinal latent profile analysis of bullying participant behaviors for students in grades 4 through 12. Journal of School Psychology, 2021, 86, 32- 48. DOI
	Doumas, D. M., & Midgett, A. The association between witnessing cyberbullying and depressive symptoms and social anxiety among elementary school students. Psychology in the Schools, 2021, 58 (3): 622- 637. DOI
	Epskamp, S., Borsboom, D., & Fried, E. I. Estimating psychological networks and their accuracy: A tutorial paper. Behavior Research Methods, 2018, 50 (1): 195- 212. DOI
	Festinger, L. (1957). A theory of cognitive dissonance. Palo Alto, CA: Stanford University Press.
	Forbes, M. K., Wright, A. G. C., Markon, K. E., & Krueger, R. F. Evidence that psychopathology symptom networks have limited replicability. Journal of Abnormal Psychology, 2017, 126 (7): 969- 988. DOI
	Georgiades, K., Lewinsohn, P. M., Monroe, S. M., & Seeley, J. R. Major depressive disorder in adolescence: The role of subthreshold symptoms. Journal of the American Academy of Child & Adolescent Psychiatry, 2006, 45 (8): 936- 944.
	Haslbeck, J. M. B., & Fried, E. I. How predictable are symptoms in psychopathological networks? A reanalysis of 18 published datasets. Psychological Medicine, 2017, 47 (16): 2767- 2776. DOI
	Kline, P. (2015). A handbook of test construction (psychology revivals): Introduction to psychometric design. London: Routledge.
	McElroy, E., Fearon, P., Belsky, J., Fonagy, P., & Patalay, P. Networks of depression and anxiety symptoms across development. Journal of the American Academy of Child & Adolescent Psychiatry, 2018, 57 (12): 964- 973.
	Midgett, A., & Doumas, D. M. Witnessing bullying at school: The association between being a bystander and anxiety and depressive symptoms. School Mental Health, 2019, 11 (3): 454- 463. DOI
	Midgett, A., Doumas, D. M., & Trull, R. Evaluation of a bystander bullying intervention program for elementary school students. Professional School Counselor, 2018, 20 (1): 172- 183.
	Midgett, A., Moody, S. J., Reilly, B., & Lyter, S. The phenomenological experience of student-advocates trained as defenders to stop school bullying. The Journal of Humanistic Counseling, 2017, 56 (1): 53- 71. DOI
	Mills, N., Pajares, F., & Herron, C. A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 2006, 39 (2): 276- 295. DOI
	Panumaporn, J., Hongsanguansri, S., Atsariyasing, W., & Kiatrungrit, K. Bystanders’ behaviours and associated factors in cyberbullying. General Psychiatry, 2020, 33 (3): e100187. DOI
	Raposa, E. B., Laws, H. B., & Ansell, E. B. Prosocial behavior mitigates the negative effects of stress in everyday life. Clinical Psychological Science, 2016, 4 (4): 691- 698. DOI
	Ren, X. R. Artificial intelligence and depression: How AI powered chatbots in virtual reality games may reduce anxiety and depression levels. Journal of Artificial Intelligence Practice, 2020, 3 (1): 48- 58.
	Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 2009, 24 (4): 211- 223. DOI
	Salmivalli, C., Kärnä, A., & Poskiparta, E. Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 2011, 35 (5): 405- 411. DOI
	Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 1996, 22 (1): 1- 15.
	Troop-Gordon, W., Frosch, C. A., Wienke Totura, C. M., Bailey, A. N., Jackson, J. D., & Dvorak, R. D. Predicting the development of pro-bullying bystander behavior: A short-term longitudinal analysis. Journal of School Psychology, 2019, 77, 77- 89. DOI
	van Borkulo, C. D., van Bork, R., Boschloo, L., Kossakowski, J. J., Tio, P., Schoevers, R. A., ... Waldorp, L. J. Comparing network structures on three aspects: A permutation test. Psychological Methods, 2023, 28 (6): 1273- 1285. DOI
	Williford, A. P., Brisson, D., Bender, K. A., Jenson, J. M., & Forrest-Bank, S. Patterns of aggressive behavior and peer victimization from childhood to early adolescence: A latent class analysis. Journal of Youth and Adolescence, 2011, 40 (6): 644- 655. DOI
	Xie, H., & Ngai, S. S. Y. Participant roles of peer bystanders in school bullying situations: Evidence from Wuhan, China. Children and Youth Services Review, 2020, 110, 104762. DOI
	Yun, H. Y. New approaches to defender and outsider roles in school bullying. Child Development, 2020, 91 (4): e814- e832.

[1]	刘鑫, 刘衍玲, 曾晋逸. 心理需要挫折与青少年抑郁症状的纵向联系：心理素质的调节作用[J]. 心理与行为研究, 2025, 23(4): 496-503.
[2]	刘佳, 高培晋, 李楠, 孙敏, 白学军. 社会变化程度感知对青少年社会公平感的影响[J]. 心理与行为研究, 2025, 23(4): 551-559.
[3]	张庆吉, 郭丰波, 涂叶满, 卿再花, 宋凤. 劳动价值观对青少年心理健康潜在类别及其转换的影响：双因素模型视角[J]. 心理与行为研究, 2025, 23(4): 569-576.
[4]	张阔, 李珮瑜, 赵晋娥, 贾绪计. 二分还是多重？青少年成长型思维动机框架的异质性及其与学业适应的关系[J]. 心理与行为研究, 2025, 23(3): 346-353.
[5]	钞淼, 张宇, 谢启慧, 刘拓. 情感忽视对农村青少年短视频成瘾的纵向影响：负性情绪中介及留守差异[J]. 心理与行为研究, 2025, 23(3): 361-368.
[6]	王锦, 杨晓凡, 刘晓金, 徐紫陌. 中学生的未来自我连续性对主观幸福感的作用：价值冲突的中介模型[J]. 心理与行为研究, 2025, 23(2): 201-207.
[7]	黎光明, 刘钰. 基于多组增长混合模型的青少年网络成瘾纵向分析[J]. 心理与行为研究, 2025, 23(2): 208-215.
[8]	卢林鑫, 刘在花, 杨爽, 蒋政凯, 党韦强, 谭婧, 班永飞, 孙霁, 蔺秀云. 社会排斥与先天轻度肢残青少年抑郁特征的关联性：基于生成性模型与反映性模型的纵向分析[J]. 心理与行为研究, 2025, 23(2): 216-225.
[9]	王永丽, 曾盼盼, 李玉华. 面向儿童青少年的心理健康服务现状和启示—基于对美国、芬兰等12国经验的文献分析[J]. 心理与行为研究, 2025, 23(2): 226-232.
[10]	姚雨佳, 林慧慧, 徐舵. 青少年特质焦虑与情绪调节灵活性、痛苦忍受性之间的关系：一项交叉滞后分析[J]. 心理与行为研究, 2024, 22(6): 761-768.
[11]	张阔, 张意雯, 李珮瑜. 青少年心理资本的年级差异、异质性及其与社会适应的关系[J]. 心理与行为研究, 2024, 22(6): 777-783.
[12]	刘怿涛, 张鸾苏, 周钰琪, 钟欣玥, 攸佳宁. 留守儿童青少年家庭累积风险对网络成瘾的影响：一个有调节的中介模型[J]. 心理与行为研究, 2024, 22(6): 791-798.
[13]	闫佳慈, 王兴超. 父母低头行为与青少年孤独感：亲子沟通的中介作用和亲子依恋的调节作用[J]. 心理与行为研究, 2024, 22(6): 806-813.
[14]	马跃, 吴捷, 查世琦, 杨春. 青少年人际困扰的核心症状及其与亲子依恋和心理边界的网络关系[J]. 心理与行为研究, 2024, 22(4): 478-485.
[15]	刘明东, 解东霖, 张天羽, 王堃炎, 张向葵. 同伴观看对早期青少年冒险行为的影响：距离与数量的作用[J]. 心理与行为研究, 2024, 22(4): 501-508.