Xiong Qing, Shi Shuping, Chen Jianwen, Hu Yiqiu, Zheng Xintong, Li Congcong, Yu Quanlei
Institute of Developmental Psychology, Beijing Normal University, Beijing, People's Republic of China.
RDFZ Chaoyang Branch School, Beijing, People's Republic of China.
Psychol Res Behav Manag. 2020 Nov 6;13:919-928. doi: 10.2147/PRBM.S278453. eCollection 2020.
Bullying is a serious problem among adolescents. Many scholars have examined school bullying in recent years; however, there are many psychological and behavioral mechanisms for bully that still remain unclear. Based on the theory of self-worth orientation, this study examined the influence of academic achievement on bullying behavior among adolescents and explored the moderating effects of perceived social support and age cohort.
Participants were 3227 middle and high school students in the 7th through 12th grades in China. A self-report method was used to measure academic achievement, social support, bullying, and demographic variables.
Moderation analyses indicated that the relationship between academic achievement and bullying behavior was moderated by the perceived social support of adolescents and their age cohort. Specifically, social support moderated the relationship between achievement and bullying behavior positively in the middle school group but negatively in the high school group.
The results support the hypothesis of self-worth orientation theory and indicate that bullying intervention could be enhanced by addressing the relationships between academic achievement, social support, age cohort, and bullying.
欺凌是青少年中的一个严重问题。近年来，许多学者对校园欺凌进行了研究；然而，欺凌行为背后的许多心理和行为机制仍不明确。基于自我价值取向理论，本研究考察了学业成绩对青少年欺凌行为的影响，并探讨了感知社会支持和年龄组的调节作用。
研究对象为中国7至12年级的3227名中学生和高中生。采用自我报告法测量学业成绩、社会支持、欺凌行为和人口统计学变量。
调节分析表明，学业成绩与欺凌行为之间的关系受到青少年感知社会支持及其年龄组的调节。具体而言，社会支持在初中组中对成绩与欺凌行为之间的关系起正向调节作用，而在高中组中起负向调节作用。
研究结果支持自我价值取向理论的假设，并表明通过解决学业成绩、社会支持、年龄组和欺凌行为之间的关系，可以加强欺凌干预。
