The Relationship Between Perceived School Climate and Cyberbullying: The Mediating Roles of Deviant Peer Affiliation and the Moderating Roles of Parent-Child Cohesion

doi:10.12139/j.1672-0628.2023.06.010

Abstract

Abstract: The purpose of this study was to explore the relationship between perceived school climate and cyberbullying as well as the role of deviant peer affiliation and parent-child cohesion. A total of 1202 junior high school students were surveyed by using the School Climate Scale, Deviant Peer Affiliation Questionnaire, Parent-Child Cohesion Questionnaire, and Cyberbullying Scale. The results showed that: 1) perceived school climate significantly negatively predicted cyberbullying of junior high school students; 2) deviant peer affiliation was the mediator between perceived school climate and cyberbullying; 3) parent-child cohesion moderated perceived school climate on middle school students’ cyberbullying mediating pathways and direct pathways. The results have a theoretical and practical value for the intervention of junior high school students’ cyberbullying behavior.

Key words: perceived school climate, cyberbullying, deviant peer affiliation, parent-child cohesion

摘要： 为探讨感知校园氛围与初中生网络欺凌行为间的关系及其作用机制，采用问卷法对1202名初中生进行调查。结果表明：(1)感知校园氛围显著负向预测初中生的网络欺凌；(2)越轨同伴交往在感知校园氛围与网络欺凌之间起部分中介作用；(3)亲子亲合调节了感知校园氛围通过越轨同伴交往影响网络欺凌中介过程的前半段路径、后半段路径和直接路径。该结果对初中生网络欺凌行为的干预具有一定的理论与实践价值。

关键词: 感知校园氛围, 网络欺凌, 越轨同伴交往, 亲子亲合

CLC Number:

B844

Ye ZHANG, Zhihong LIU, Ping JU, Shuo YANG, Tao YU. The Relationship Between Perceived School Climate and Cyberbullying: The Mediating Roles of Deviant Peer Affiliation and the Moderating Roles of Parent-Child Cohesion[J]. Studies of Psychology and Behavior, 2023, 21(6): 792-798.

张野, 刘致宏, 鞠萍, 杨硕, 于涛. 感知校园氛围与初中生网络欺凌行为的关系：越轨同伴交往的中介和亲子亲合的调节作用[J]. 心理与行为研究, 2023, 21(6): 792-798.

Figures/Tables 3

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变量	M	SD	1	2	3	4	5
1.性别
2.年龄	13.68	1.08	0.01
3.感知校园氛围	3.12	0.51	0.10**	–0.02
4.越轨同伴交往	1.51	0.63	–0.11***	0.09**	–0.42***
5.亲子亲合	3.49	0.74	0.05	0.01	0.45***	–0.20***
6.网络欺凌	1.22	0.51	–0.15***	0.10***	–0.25***	0.47***	–0.10***

变量	M	SD	1	2	3	4	5
1.性别
2.年龄	13.68	1.08	0.01
3.感知校园氛围	3.12	0.51	0.10**	–0.02
4.越轨同伴交往	1.51	0.63	–0.11***	0.09**	–0.42***
5.亲子亲合	3.49	0.74	0.05	0.01	0.45***	–0.20***
6.网络欺凌	1.22	0.51	–0.15***	0.10***	–0.25***	0.47***	–0.10***

结果变量	预测变量	Estimate	S.E.	Est/S.E.	Lower2.5%	Upper2.5%
越轨同伴交往	感知校园氛围	–0.45	0.05	–9.30***	–0.54	–0.35
	亲子亲合	–0.02	0.04	–0.57	–0.09	0.05
	感知校园氛围×亲子亲合	0.14	0.03	4.11***	0.07	0.20
网络欺凌	感知校园氛围	–0.12	0.04	–3.45***	–0.20	–0.06
	越轨同伴交往	0.41	0.03	12.85***	0.35	0.47
	亲子亲合	–0.03	0.03	–1.02	–0.06	0.06
	越轨同伴交往×亲子亲合	–0.13	0.03	–4.09***	–0.19	–0.09
	感知校园氛围×亲子亲合	–0.10	0.03	–2.91**	–0.17	–0.03

结果变量	预测变量	Estimate	S.E.	Est/S.E.	Lower2.5%	Upper2.5%
越轨同伴交往	感知校园氛围	–0.45	0.05	–9.30***	–0.54	–0.35
	亲子亲合	–0.02	0.04	–0.57	–0.09	0.05
	感知校园氛围×亲子亲合	0.14	0.03	4.11***	0.07	0.20
网络欺凌	感知校园氛围	–0.12	0.04	–3.45***	–0.20	–0.06
	越轨同伴交往	0.41	0.03	12.85***	0.35	0.47
	亲子亲合	–0.03	0.03	–1.02	–0.06	0.06
	越轨同伴交往×亲子亲合	–0.13	0.03	–4.09***	–0.19	–0.09
	感知校园氛围×亲子亲合	–0.10	0.03	–2.91**	–0.17	–0.03

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