Ye Zhi, Wu Kehui, Niu Li, Li Yan, Chen Zhengge, Chen Lihua, Zhao Shan
Laboratory of Public Safety Risk Governance, Zhejiang Police College, Hangzhou, China.
School of Marxism, Zhejiang Police College, Hangzhou, China.
J Youth Adolesc. 2025 Jan 29. doi: 10.1007/s10964-025-02150-7.
Peer victimization has been demonstrated to have a long-lasting negative impact on adolescents' psychological well-being, yet its impact on school engagement is inconclusive, particularly during high school. In addition, research about the role of classroom-level victimization in the association between individual-level peer victimization and adolescents' school engagement remains underexplored. Previous research has relied solely on self-report measures to assess peer victimization, potentially limiting the scope of understanding. This study investigated the moderating effects of both student-reported and teacher-reported classroom-level victimization on the association between individual-level peer victimization and school engagement among Chinese adolescents. A sample of 2,803 high school students (aged from 14-19 years, M = 15.43 years, SD = 0.56; 48.5% boys) from 48 classes (M = 58.62, SD = 3.65) completed measures of peer victimization and school engagement in October 2023. Their homeroom teachers (85.4% males; M = 44.17 years, SD = 7.70) reported overall victimization in each class. Multilevel modeling analyses revealed that, at the individual level, adolescents who reported higher victimization exhibited lower school engagement. Notably, this association was significant only when the classroom-level victimization was high. Furthermore, these significant findings were observed for student-reported classroom-level victimization, but not for teacher-reported victimization. The findings suggest that reducing classroom-level victimization may help mitigate the negative effect of peer victimization on school engagement, underscoring the need to consider classroom environment when developing anti-bullying interventions for high school students.
同伴侵害已被证明会对青少年的心理健康产生长期负面影响，但其对学校参与度的影响尚无定论，尤其是在高中阶段。此外，关于班级层面的侵害行为在个体层面的同伴侵害与青少年学校参与度之间的关联中所起的作用，相关研究仍未得到充分探索。以往的研究仅依靠自我报告量表来评估同伴侵害，这可能限制了理解的范围。本研究调查了学生报告和教师报告的班级层面侵害行为对中国青少年个体层面同伴侵害与学校参与度之间关联的调节作用。2023年10月，来自48个班级（M = 58.62，SD = 3.65）的2803名高中生（年龄在14 - 19岁之间，M = 15.43岁，SD = 0.56；48.5%为男生）完成了同伴侵害和学校参与度的测量。他们的班主任（85.4%为男性；M = 44.17岁，SD = 7.70）报告了每个班级的总体侵害情况。多层次建模分析显示，在个体层面，报告遭受更高侵害的青少年表现出较低的学校参与度。值得注意的是，只有当班级层面的侵害行为程度较高时，这种关联才显著。此外，这些显著发现仅在学生报告的班级层面侵害行为中观察到，而在教师报告的侵害行为中未观察到。研究结果表明，减少班级层面的侵害行为可能有助于减轻同伴侵害对学校参与度的负面影响，这突出了在为高中生制定反欺凌干预措施时考虑班级环境的必要性。
