Shandong Normal University.
University of Turku.
Child Dev. 2021 Sep;92(5):1836-1854. doi: 10.1111/cdev.13624. Epub 2021 Jul 1.
The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (M = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing depressive symptoms in classrooms with lower classroom-level victimization. Moreover, two mechanisms were identified to explain the moderating effect of classroom-level victimization. First, low classroom-level victimization reduced victimized children's received friendship nominations from peers, thereby leading to increases in depressive affect. Second, low classroom-level victimization affected victimized children's depressive symptoms through damage to their social self-concept. These findings provide support for the "healthy context paradox" in the Chinese culture, and highlight the mechanisms of this phenomenon.
本纵向研究考察了课堂层面的受凌辱如何以及为何调节了同伴受凌辱与抑郁症状之间的前瞻性关联，研究对象为中国 2643 名三四年级学生（平均年龄为 10.01 岁）。多层次模型显示，在课堂层面受凌辱程度较低的课堂中，同伴受凌辱与抑郁症状的增加更为密切相关。此外，还确定了两种机制来解释课堂层面受凌辱的调节作用。首先，低课堂层面的受凌辱减少了受凌辱儿童从同伴那里得到的友谊提名，从而导致抑郁情绪的增加。其次，低课堂层面的受凌辱通过损害他们的社会自我概念影响受凌辱儿童的抑郁症状。这些发现为中国文化中的“健康背景悖论”提供了支持，并强调了这一现象的机制。
