Zhu Haoliang, Fu Haojie, Liu Haiyan, Wang Bin, Zhong Xiao
Department of Psychology, Wenzhou University, Wenzhou 325035, China.
Shanghai Science Center for Autonomous Intelligent Unmanned Systems, Tongji University, Shanghai 201210, China.
Behav Sci (Basel). 2025 Jul 19;15(7):982. doi: 10.3390/bs15070982.
Based on attachment theory and the McMaster family functioning model, this study explores the protective role and mechanisms of a caring parenting style in protecting adolescents from bullying, from the perspective of the family environment. Study 1, conducted in Southwest China with middle school students (n = 4582), investigates the relationship between a caring parenting style and adolescent bullying victimization through a large-scale cross-sectional survey. The results show that both parents' caring parenting styles are significantly negatively correlated with adolescent bullying victimization. Study 2, a two-wave study (n = 302), explores the protective mechanisms of a caring parenting style in adolescent bullying victimization. We not only observed again that a caring parenting style significantly negatively predicts bullying victimization but also found that family functioning and constructive conflict resolution play a chain-mediating role in this relationship. This finding not only supports the core hypothesis of attachment theory regarding the role of a secure base but also expands the theoretical model of bullying protection from a family ecological perspective by revealing a three-level transmission mechanism of parenting style-family system-individual capability, providing a theoretical anchor for the construction of a "family-school" collaborative intervention framework.
基于依恋理论和麦克马斯特家庭功能模型,本研究从家庭环境的角度探讨关爱型养育方式在保护青少年免受欺凌方面的保护作用及其机制。研究1在中国西南部对中学生(n = 4582)进行,通过大规模横断面调查研究关爱型养育方式与青少年受欺凌情况之间的关系。结果表明,父母双方的关爱型养育方式均与青少年受欺凌情况显著负相关。研究2是一项两阶段研究(n = 302),探讨关爱型养育方式在青少年受欺凌情况中的保护机制。我们不仅再次观察到关爱型养育方式能显著负向预测受欺凌情况,还发现家庭功能和建设性冲突解决在这种关系中起链式中介作用。这一发现不仅支持了依恋理论中关于安全基地作用的核心假设,还从家庭生态视角扩展了欺凌保护的理论模型,揭示了养育方式-家庭系统-个体能力的三级传递机制,为构建“家庭-学校”协同干预框架提供了理论支撑。