中学生校园欺凌受害经历与社会正念之间的关系：自我概念清晰度和认知重评的链式中介模型
The relationship between school bullying victimization and social mindfulness in middle school students: a chain mediating model of self-concept clarity and cognition reappraisal.
作者信息
Yang Weijing, Hu Dong, Guo Ying
机构信息
School of Psychology, Sichuan Normal University, Chengdu, China.
出版信息
Front Psychol. 2024 Aug 5;15:1388301. doi: 10.3389/fpsyg.2024.1388301. eCollection 2024.
OBJECTIVE
To determine the relationship between school bullying victimization and social mindfulness and its mechanism in light of the interdependence and schema theories.
METHOD
The Chinese version of the Delaware Bullying Victimization Scale-student, Emotion Regulation Questionnaire, Self-Concept Clarity Scale and The Social Mindfulness Self-report Scale (SMSRS) were distributed to 553 middle school students.
RESULTS
(1) The correlations of school bullying victimization with social mindfulness, self-concept clarity, and cognition reappraisal were statistically significant. (2) School bullying victimization had a significant effect on social mindfulness. (3) The simple mediating role of self-concept clarity and cognition reappraisal between school bullying victimization and social mindfulness were significant. (4) Self-concept clarity and cognition reappraisal played a chain mediating role between school bullying victimization and social mindfulness.
目的
基于相互依存理论和图式理论，确定校园欺凌受害经历与社会正念之间的关系及其机制。
方法
向553名中学生发放中文版的特拉华校园欺凌受害量表-学生版、情绪调节问卷、自我概念清晰度量表和社会正念自评量表（SMSRS）。
结果
（1）校园欺凌受害经历与社会正念、自我概念清晰度和认知重评之间的相关性具有统计学意义。（2）校园欺凌受害经历对社会正念有显著影响。（3）自我概念清晰度和认知重评在校园欺凌受害经历与社会正念之间的简单中介作用显著。（4）自我概念清晰度和认知重评在校园欺凌受害经历与社会正念之间起链式中介作用。
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