Teng Meichen, Zou Hongyu, Chen Fang, Cao Feizhen, Chen Shuai, Zhang Wei
School of Psychology, Center for Studies of Psychological Application, South China Normal University, 510631 Guangzhou, China.
School of Psychology, Center for Studies of Psychological Application, South China Normal University, 510631 Guangzhou, China; School of Medicine, Indiana University, 46202 Indianapolis, USA.
J Affect Disord. 2025 Dec 1;390:119782. doi: 10.1016/j.jad.2025.119782. Epub 2025 Jun 30.
Mental health and interpersonal relationships are closely linked to cyberbullying among adolescents; however, research examining how these factors interact from an individual-centered perspective remains limited. This study aimed to identify mental health profiles of Chinese adolescents based on the Dual-Factor Model of Mental Health and to explore how these profiles moderate the relationship between interpersonal relationships (parent-child, teacher-student, and peer relationships) and cyberbullying behavior.
The study involved 9612 Chinese adolescents (M = 15.73, SD = 1.58, 49.02 % girls). Mental health was assessed using 14 indicators (e.g., Patient Health Questionnaire), while interpersonal relationships were measured using the Adolescent Interpersonal Relevance Scale. Cyberbullying perpetration was assessed with the Electronic Bullying Questionnaire (EBQ). Data analysis included latent profile analysis and moderation testing to examine the interactions.
The results revealed five distinct mental health profiles among Chinese adolescents. Adolescents with poorer mental health were more likely to engage in cyberbullying. Furthermore, parent-child and peer relationships amplified the risk of cyberbullying among those with lower mental health, while the teacher-student relationship did not significantly moderate this association. Conversely, the teacher-student relationship consistently acted as a protective factor against cyberbullying across all profiles.
This study reveal five stable mental health profiles among Chinese adolescents and suggest that the influence of interpersonal relationships on cyberbullying varies according to mental health profiles. Notably, good teacher-student relationships may serve as a key protective factor against cyberbullying, regardless of mental health profile.
心理健康和人际关系与青少年网络欺凌密切相关；然而，从个体中心视角研究这些因素如何相互作用的研究仍然有限。本研究旨在基于心理健康双因素模型确定中国青少年的心理健康概况，并探讨这些概况如何调节人际关系（亲子关系、师生关系和同伴关系）与网络欺凌行为之间的关系。
该研究涉及9612名中国青少年（M = 15.73，SD = 1.58，49.02%为女孩）。使用14项指标（如患者健康问卷）评估心理健康，同时使用青少年人际关联量表测量人际关系。使用电子欺凌问卷（EBQ）评估网络欺凌行为。数据分析包括潜在概况分析和调节检验以检验相互作用。
结果揭示了中国青少年中五种不同的心理健康概况。心理健康较差的青少年更有可能参与网络欺凌。此外，亲子关系和同伴关系在心理健康水平较低的青少年中增加了网络欺凌的风险，而师生关系并未显著调节这种关联。相反，师生关系在所有概况中始终是预防网络欺凌的保护因素。
本研究揭示了中国青少年中五种稳定的心理健康概况，并表明人际关系对网络欺凌的影响因心理健康概况而异。值得注意的是，良好的师生关系可能是预防网络欺凌的关键保护因素，无论心理健康概况如何。
