Chen Jingjing, Huebner E Scott, Tian Lili
Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, Ministry of Education, South China Normal University, Guangzhou, People's Republic of China.
Bluesky School of Guangzhou 97 Education Group, Guangzhou, People's Republic of China.
Child Maltreat. 2025 Aug;30(3):422-433. doi: 10.1177/10775595241304097. Epub 2024 Nov 27.
The topics of psychological maltreatment by teachers and children's cyberbullying perpetration have both attracted increasing research attention. However, clarification of the development and specific psychological mechanisms linking psychological maltreatment by teachers to cyberbullying perpetration by students remains necessary. Thus, this study examined the longitudinal relations between psychological maltreatment by teachers and subsequent cyberbullying perpetration, along with the mediating role of self-esteem and the moderating role of sex. A total of 5563 Chinese elementary school students (56% boys; = 9.92 years, = 0.74) completed self-report measures on 5 occasions across 2.5 years. Latent growth curve mediation modeling was applied to examine the longitudinal relations among the variables. Results showed that (a) Psychological maltreatment by teachers was positively associated with subsequent cyberbullying perpetration; (b) The developmental trajectory of psychological maltreatment by teachers was indirectly associated with the developmental trajectory of cyberbullying perpetration through the mediating role of self-esteem; (c) Sex moderated the relations among psychological maltreatment by teachers, self-esteem and cyberbullying perpetration among children such that self-esteem mediated the relation between psychological maltreatment by teachers and cyberbullying perpetration for boys but not girls. Implications for the prevention of psychological maltreatment by teachers and cyberbullying perpetration were discussed.
教师的心理虐待以及儿童的网络欺凌行为这两个主题都已吸引了越来越多的研究关注。然而，仍有必要厘清教师的心理虐待与学生的网络欺凌行为之间的发展过程及具体心理机制。因此，本研究考察了教师的心理虐待与随后的网络欺凌行为之间的纵向关系，以及自尊的中介作用和性别的调节作用。共有5563名中国小学生（男生占56%；平均年龄=9.92岁，标准差=0.74）在2.5年的时间里分5次完成了自我报告测量。采用潜在增长曲线中介模型来考察变量之间的纵向关系。结果表明：（a）教师的心理虐待与随后的网络欺凌行为呈正相关；（b）教师的心理虐待的发展轨迹通过自尊的中介作用与网络欺凌行为的发展轨迹间接相关；（c）性别调节了教师的心理虐待、自尊与儿童网络欺凌行为之间的关系，即自尊介导了教师的心理虐待与男孩网络欺凌行为之间的关系，但在女孩中并非如此。文中讨论了对预防教师的心理虐待和网络欺凌行为的启示。
