中国科学院心理健康重点实验室知识库

为探讨同伴侵害与学业成绩的关系,本研究将考察抑郁在两者间的中介作用以及应对策略的调节作用。采用多维同伴侵害问卷、儿童抑郁量表、应对策略量表对1646名4-6年级小学生进行问卷调查。结果发现:(1)同伴侵害负向预测学业成绩;(2)抑郁在同伴侵害与学业成绩的关系中起到部分中介作用;(3)应对策略调节了中介模型的前半段路径,即同伴侵害对抑郁的影响因应对策略的不同而不同。结论:校园欺凌造成的侵害一方面会直接影响学习成绩,另一方面会通过抑郁情绪间接影响学业成绩。而同伴侵害对抑郁的影响会受到应对策略的调节作用,寻求帮助策略可以减缓同伴侵害对抑郁的影响,疏离策略会强化同伴侵害与抑郁之间的联结。

The present study aimed to examine the mediating effect of depression and the moderating effect of three coping strategies in the relationship between peer victimization and academic achievement.One thousand six hundred and forty-six primary students from grades 4-6 were surveyed using the Multidimensional Peer Victimization Scale,Children’s Depression Inventory,and Coping Strategy Scale.The results indicated that:1)peer victimization negatively predicted academic achievement;2)depression played a partial mediating role in the relationship between peer victimization and academic achievement;3)coping strategies moderated the first half path of the mediating model,that is,the impact of peer victimization on depression varied with different coping strategies.Conclusion:Peer victimization could directly affect academic achievement,and indirectly affect academic achievement through depression.The effect of peer victimization on depression was moderated by coping strategies.Help-seeking strategy could mitigate the effect of peer victimization on depression,while distancing strategy could strengthen the association between peer victimization and depression.

中国教育科学研究院中央级公益性科研院所基本科研业务费专项资助青年专项项目“校园欺凌治理视域下家校共育机制体制建设的实证研究”(项目批准号:GYD2020007)成果