Southwest University, Beibei, Chongqing, China.
University of California, Berkeley, USA.
J Interpers Violence. 2022 Jul;37(13-14):NP12238-NP12259. doi: 10.1177/0886260521997940. Epub 2021 Mar 8.
Existing theories and empirical studies have evidenced the association between bullying victimization and bullying perpetration. However, it is still unclear what factors mitigate or alter this risk linkage between bullying victimization and bullying perpetration to reduce bullying incidents. Guided by the social-ecological theory, this study used a longitudinal design to examine the moderating role of school climate in the association between bullying victimization and bullying perpetration at both the within-person and between-person levels among Chinese adolescents across a 1-year period. Participants included 2,997 Chinese adolescents ( = 14.9, 49.7% male) from 5 secondary schools. Results suggested that students who experienced high levels of bullying victimization were also involved in high levels of bullying perpetration over time (i.e., the positive within-person effect of bullying victimization on bullying perpetration). Results also showed that the between-person level of perceived school climate interacted with the within-person level of bullying victimization to predict the within-person level of bullying perpetration (i.e., cross-level effects). More specifically, the magnitude of the positive association between bullying victimization and bullying perpetration at the within-person level was mitigated among students with higher perceptions of school climate at the between-person level. Findings of the study highlighted the causal effect of bullying victimization on bullying perpetration and the buffering role of perceived school climate in the longitudinal association between bullying victimization and perpetration, which was consistent with the but not the . Furthermore, the findings provided implications for bullying prevention and intervention services by using multitiered systems of support in bullying prevention efforts and highlights the need for promoting positive school climate.
现有理论和实证研究已经证明了欺凌受害与欺凌施害之间的关联。然而，仍然不清楚哪些因素可以减轻或改变这种欺凌受害与欺凌施害之间的风险联系，以减少欺凌事件的发生。本研究以社会生态学理论为指导，采用纵向设计，考察了学校氛围在欺凌受害与欺凌施害之间关联中的调节作用，这种关联在一年内存在于中国青少年的个体内和个体间水平上。参与者包括来自 5 所中学的 2997 名中国青少年（平均年龄=14.9，49.7%为男性）。结果表明，随着时间的推移，经历高欺凌受害水平的学生也会卷入高欺凌施害水平（即欺凌受害对欺凌施害的个体内正效应）。结果还显示，感知到的学校氛围的个体间水平与欺凌受害的个体内水平相互作用，从而预测欺凌施害的个体内水平（即跨层次效应）。更具体地说，在个体间水平上，对学校氛围的感知越高，欺凌受害与欺凌施害之间的个体内正相关程度越低。该研究的结果强调了欺凌受害对欺凌施害的因果效应，以及感知到的学校氛围在欺凌受害与施害之间的纵向关联中的缓冲作用，这与 一致，但不符合 。此外，研究结果为欺凌预防和干预服务提供了启示，即在欺凌预防工作中使用多层次的支持系统，并强调了促进积极学校氛围的必要性。
