Intercultural Sensitivity Climate in Special Education Schools and Prosocial Behavior of Visually Impaired Students: A Multilevel Bayesian Mediation Model of Bicultural Identity Integration

doi:10.12139/j.1672-0628.2026.02.004

Studies of Psychology and Behavior ›› 2026, Vol. 24 ›› Issue (2): 170-177.DOI: 10.12139/j.1672-0628.2026.02.004

Intercultural Sensitivity Climate in Special Education Schools and Prosocial Behavior of Visually Impaired Students: A Multilevel Bayesian Mediation Model of Bicultural Identity Integration

Linxin LU¹, Zaihua LIU*^,²(), Hongping LIU³, Xiuyun LIN*^,¹(), Hanxiang ZHOU⁴, Yongfei BAN⁵, Ji SUN⁵, Xiaoqing LI⁶, Yiqing ZHANG⁷, Haizhen HUANG⁸

1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
2. Research Center for Psychology and Special Education, China National Academy of Educational Sciences, Beijing 100088
3. School of Education Science, Hebei University, Baoding 071002
4. Function Hub, The Hong Kong University of Science and Technology(Guangzhou), Guangzhou 511453
5. Laboratory of Developmental and Inclusive Education for Children with Special Needs, Anshun University, Anshun 561000
6. Guiyang Huaxi District Speical Education School, Guiyang 550025
7. Faculty of Humanities, The Educational University of Hong Kong, Hong Kong 999077
8. Liupanshui Special Education School, Liupanshui 553000

Received:2024-04-18 Online:2026-03-20 Published:2026-03-20
Contact: Zaihua LIU, Xiuyun LIN

特校跨文化敏感性氛围与视障学生亲社会行为：双文化认同整合的多层贝叶斯中介模型

卢林鑫¹, 刘在花*^,²(), 刘红萍³, 蔺秀云*^,¹(), 周瀚翔⁴, 班永飞⁵, 孙霁⁵, 李小青⁶, 张依晴⁷, 黄海珍⁸

1. 北京师范大学发展心理研究院，北京 100875
2. 中国教育科学研究院心理与特殊教育研究所，北京 100088
3. 河北大学教育学院，保定 071002
4. 香港科技大学(广州)功能枢纽，广州 511453
5. 安顺学院特殊儿童融合与发展实验室，安顺 561000
6. 贵阳市花溪区特殊教育学校，贵阳 550025
7. 香港教育大学人文学院，香港 999077
8. 六盘水市特殊教育学校，六盘水 553000

通讯作者: 刘在花, 蔺秀云
基金资助:
中国教育科学研究院2024年度中央级公益性科研院所基本科研业务费专项资助项目(GYC2024002)；2023年度北京高校卓越青年科学家计划项目(JWZQ20240201003)；2023年度北京师范大学中央高校科研创新人才培育项目(领军人才培育项目)(1233200016)。

Abstract

Abstract:

To explore the relationship between the contextual variable of intercultural sensitivity climate in special education schools and the bicultural identity integration as well as the prosocial behavior of visually impaired students, a total of 1228 visual impairment students from 26 special schools were investigated by using the Intercultural Sensitivity Scale, Bicultural Identity Integration Scale and Adolescent Prosocial Behavioral Tendencies Scale. The results showed that: hierarchical linear modeling (HLM), including HLM with prior Bayesian information, demonstrated that bicultural identity integration plays a significant partial mediating role in the relationship between the intercultural sensitivity climate of special education schools and the prosocial behavior of visually impaired students. Consequently, these findings indicate that special education schools should actively implement multicultural education strategies. Specifically, creating cross-cultural simulations (e.g., sitting in on mainstream school classes) and organizing cooperative projects can enhance students’ bidirectional cultural adaptability. Ultimately, such initiatives offer scaffolded transition support to foster the development of prosocial behaviors in visually impaired students.

Key words: intercultural sensitivity, bicultural identity integration, prosocial behavior, multilevel mediation model, Bayesian mediation model

摘要：

为探讨特校跨文化敏感性氛围这一情境变量与视障学生双文化认同整合、亲社会行为的关系，采用跨文化敏感性量表、双文化认同整合量表、青少年亲社会倾向量表对26所特校共计1228名视障学生进行调查。结果发现：多层线性模型以及有先验贝叶斯信息的多层线性模型均表明视障学生双文化认同整合在特校跨文化敏感性氛围与视障学生亲社会行为之间发挥了部分中介作用。基于此，特校应当积极开展多元文化教育，通过创设跨文化模拟场景，如普通学校课程旁听、明盲学生合作项目等，渐进式提升学生的双文化适应弹性，为视障学生亲社会行为发展提供阶梯式过渡支持。

关键词: 跨文化敏感性, 双文化认同整合, 亲社会行为, 多层次中介模型, 贝叶斯中介模型

Linxin LU, Zaihua LIU, Hongping LIU, Xiuyun LIN, Hanxiang ZHOU, Yongfei BAN, Ji SUN, Xiaoqing LI, Yiqing ZHANG, Haizhen HUANG. Intercultural Sensitivity Climate in Special Education Schools and Prosocial Behavior of Visually Impaired Students: A Multilevel Bayesian Mediation Model of Bicultural Identity Integration[J]. Studies of Psychology and Behavior, 2026, 24(2): 170-177.

卢林鑫, 刘在花, 刘红萍, 蔺秀云, 周瀚翔, 班永飞, 孙霁, 李小青, 张依晴, 黄海珍. 特校跨文化敏感性氛围与视障学生亲社会行为：双文化认同整合的多层贝叶斯中介模型[J]. 心理与行为研究, 2026, 24(2): 170-177.

Figures/Tables 8

References 0

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变量	M	SD	1	2	3	4	5	6
个体层面
1. 性别	1.422	0.494
2. 年龄	14.611	1.210	−0.001
3. 年级	3.111	1.635	−0.001	0.947^***
4. 学段	1.427	0.495	0.003	0.828^***	0.880^***
5. 视障学生跨文化敏感性	85.042	20.483	−0.002	0.010	0.063^*	0.064^*
6. 视障学生双文化认同整合	64.253	17.510	0.015	−0.022	0.002	0.006	0.496^***
7. 视障学生亲社会行为	90.296	23.185	0.010	0.037	0.052	0.046	0.375^***	0.651^***
学校层面
1. 特校跨文化敏感性氛围	85.042	13.480

变量	M	SD	1	2	3	4	5	6
个体层面
1. 性别	1.422	0.494
2. 年龄	14.611	1.210	−0.001
3. 年级	3.111	1.635	−0.001	0.947^***
4. 学段	1.427	0.495	0.003	0.828^***	0.880^***
5. 视障学生跨文化敏感性	85.042	20.483	−0.002	0.010	0.063^*	0.064^*
6. 视障学生双文化认同整合	64.253	17.510	0.015	−0.022	0.002	0.006	0.496^***
7. 视障学生亲社会行为	90.296	23.185	0.010	0.037	0.052	0.046	0.375^***	0.651^***
学校层面
1. 特校跨文化敏感性氛围	85.042	13.480

模型	参数估计
模型	$ {\gamma }_{00} $	$ {\gamma }_{01} $	$ {\gamma }_{02} $	$ {\gamma }_{10} $	$ {\sigma }^{2} $	$ {\tau }_{00} $
M1：零模型	90.502^***				440.166^**	99.786^**
L1：$ PT_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }_{00} $+$ {\mu }_{0{\mathrm{j}}} $
M2：特校跨文化敏感性氛围→视障学生亲社会行为($ {x}^{2} $→$ {y}^{1} $)	61.175^***	0.653^***			440.404^**	36.739^**
L1：$ PT_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }_{00} $+$ {\gamma }^{c}_{01}(LIS) $+$ {\mu }_{0{\mathrm{j}}} $
M3：特校跨文化敏感性氛围→视障学生双文化认同整合($ {x}^{2} $→$ {m}^{1} $)	35.761^***	0.417^***			251.906^***	31.888^*
L1：$ BII_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }_{00} $+$ {\gamma }^{a}_{01}(LIS) $+$ {\mu }_{0{\mathrm{j}}} $
M4：特校跨文化敏感性氛围、视障学生双文化认同整合→视障学生亲社会行为($ {x}^{2} $+$ {m}^{1} $)→$ {y}^{1} $	23.360^*	0.381^**	0.665^**	0.820^***	269.508^***	39.407^*
L1：$ PT_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ \beta _{1{\mathrm{j}}}^{b\# }(BII_{\mathrm{ij}}^{1CWC}) $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }^{\# }_{00} $+$ {\gamma }^{c'\# }_{01}(LIS) $+$ \gamma _{02}^{b\# } $(MBII)_.j+$ {\mu }_{0{\mathrm{j}}} $
$ {\beta }^{b\# }_{1{\mathrm{j}}} $=$ y_{10}^{b\# } $

模型	参数估计
模型	$ {\gamma }_{00} $	$ {\gamma }_{01} $	$ {\gamma }_{02} $	$ {\gamma }_{10} $	$ {\sigma }^{2} $	$ {\tau }_{00} $
M1：零模型	90.502^***				440.166^**	99.786^**
L1：$ PT_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }_{00} $+$ {\mu }_{0{\mathrm{j}}} $
M2：特校跨文化敏感性氛围→视障学生亲社会行为($ {x}^{2} $→$ {y}^{1} $)	61.175^***	0.653^***			440.404^**	36.739^**
L1：$ PT_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }_{00} $+$ {\gamma }^{c}_{01}(LIS) $+$ {\mu }_{0{\mathrm{j}}} $
M3：特校跨文化敏感性氛围→视障学生双文化认同整合($ {x}^{2} $→$ {m}^{1} $)	35.761^***	0.417^***			251.906^***	31.888^*
L1：$ BII_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }_{00} $+$ {\gamma }^{a}_{01}(LIS) $+$ {\mu }_{0{\mathrm{j}}} $
M4：特校跨文化敏感性氛围、视障学生双文化认同整合→视障学生亲社会行为($ {x}^{2} $+$ {m}^{1} $)→$ {y}^{1} $	23.360^*	0.381^**	0.665^**	0.820^***	269.508^***	39.407^*
L1：$ PT_{\mathrm{ij}}^{1} $=$ {\beta }_{0{\mathrm{j}}} $+$ \beta _{1{\mathrm{j}}}^{b\# }(BII_{\mathrm{ij}}^{1CWC}) $+$ {\varepsilon }_{\mathrm{ij}} $
L2：$ {\beta }_{0{\mathrm{j}}} $=$ {\gamma }^{\# }_{00} $+$ {\gamma }^{c'\# }_{01}(LIS) $+$ \gamma _{02}^{b\# } $(MBII)_.j+$ {\mu }_{0{\mathrm{j}}} $
$ {\beta }^{b\# }_{1{\mathrm{j}}} $=$ y_{10}^{b\# } $

	β	SE	先验方差	先验信息
参数a	0.4170	0.0680	0.0046	a～n(0.4170, 0.0046)
参数b	0.8200	0.1060	0.0112	b～n(0.8200, 0.0112)

Intercultural Sensitivity Climate in Special Education Schools and Prosocial Behavior of Visually Impaired Students: A Multilevel Bayesian Mediation Model of Bicultural Identity Integration

特校跨文化敏感性氛围与视障学生亲社会行为：双文化认同整合的多层贝叶斯中介模型

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	先验信息	组间中介效应ab	ab SE	ab 95%CI	组内中介效应ab	ab SE	ab 95%CI
真值	a～n(0.4170, 0.0046)	0.327^***	0.061	[0.217, 0.454]	0.329^***	0.064	[0.212, 0.464]
真值	b～n(0.8200, 0.0112)	0.327^***	0.061	[0.217, 0.454]	0.329^***	0.064	[0.212, 0.464]
10倍方差	a～n(0.4170, 0.0460)	0.319^***	0.111	[0.128, 0.561]	0.328^***	0.094	[0.156, 0.526]
10倍方差	b～n(0.8200, 0.1120)	0.319^***	0.111	[0.128, 0.561]	0.328^***	0.094	[0.156, 0.526]
均值减半和10倍方差	a～n(0.2085, 0.0460)	0.294^***	0.107	[0.112, 0.528]	0.325^***	0.094	[0.154, 0.521]
均值减半和10倍方差	b～n(0.4100, 0.1120)	0.294^***	0.107	[0.112, 0.528]	0.325^***	0.094	[0.154, 0.521]
方差减半	a～n(0.4170, 0.0023)	0.334^***	0.046	[0.249, 0.430]	0.330^***	0.057	[0.224, 0.447]
方差减半	b～n(0.8200, 0.0056)	0.334^***	0.046	[0.249, 0.430]	0.330^***	0.057	[0.224, 0.447]
均值和方差均减半	a～n(0.2085, 0.0023)	0.291^***	0.04	[0.210, 0.380]	0.324^***	0.057	[0.220, 0.443]
均值和方差均减半	b～n(0.4100, 0.0056)	0.291^***	0.04	[0.210, 0.380]	0.324^***	0.057	[0.220, 0.443]
无先验信息	a～n(0, 10¹⁰)	0.317^***	0.132	[0.097, 0.612]	0.328^***	0.105	[0.135, 0.547]
无先验信息	b～n(0, 10¹⁰)	0.317^***	0.132	[0.097, 0.612]	0.328^***	0.105	[0.135, 0.547]

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模型	参数估计
模型	$ {\gamma }_{00} $	a	$ {b}_{{\mathrm{B}}} $	$ {b}_{{\mathrm{W}}} $	C’	$ {\sigma }^{2} $	$ {\tau }_{00} $	$ {\tau }_{11} $
1	35.090^*	0.415^*				243.319^*	47.914^*
2	33.876^*		0.789^*	0.793^*	0.306^*	214.657^*	34.166^*	0.264^*

模型	参数估计
模型	$ {\gamma }_{00} $	a	$ {b}_{{\mathrm{B}}} $	$ {b}_{{\mathrm{W}}} $	C’	$ {\sigma }^{2} $	$ {\tau }_{00} $	$ {\tau }_{11} $
1	35.090^*	0.415^*				243.319^*	47.914^*
2	33.876^*		0.789^*	0.793^*	0.306^*	214.657^*	34.166^*	0.264^*