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新冠疫情后中国中小学生的校园欺凌与抑郁：学业焦虑的中介作用及家校合作的调节作用

School bullying and depression in Chinese primary and secondary school students after the COVID-19: mediating effect of academic anxiety and moderating effect of home-school cooperation.

作者信息

Lan Ping, Lan Ling, Zhang Wei-Ping

机构信息

Library of Sichuan Minzu College, Kangding, China.

School of Economics and Management of Sichuan Minzu College, Kangding, China.

出版信息

Front Psychol. 2025 Jul 23;16:1535067. doi: 10.3389/fpsyg.2025.1535067. eCollection 2025.

DOI:10.3389/fpsyg.2025.1535067
PMID:40771336
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12326750/
Abstract

INTRODUCTION

The aim of this study is to explore the relationship between school bullying, depression, academic anxiety, and home-school cooperation among Chinese primary and secondary school students, with a focus on promoting students' mental wellbeing in the post-COVID-19 era.

METHODS

A survey was conducted among 3,600 Chinese primary and secondary school students using the Depression Scale, School Bullying Scale, Academic Anxiety Scale, and Home-School Cooperation Scale. A total of 3,341 students were selected as research subjects to examine the mediating and moderating mechanisms of academic anxiety and home-school cooperation in the relationship between school bullying and depression. A moderated mediation model was constructed to analyze the impact of school bullying on depression, with academic anxiety as a mediator and home-school cooperation as a moderator.

RESULTS

School bullying, depression, and academic anxiety were significantly correlated with home-school cooperation. School bullying was significantly correlated with academic anxiety and depression. School bullying significantly and positively predicted depression. Academic anxiety mediated the relationship between school bullying and depression. Home-school cooperation moderated the relationships between (a) school bullying and academic anxiety, and (b) academic anxiety and depression.

DISCUSSION

The findings indicate that school bullying not only directly increased depression but also indirectly heightened depression through academic anxiety. Home-school cooperation buffered the effects of school bullying on academic anxiety and the effects of academic anxiety on depression.

摘要

引言

本研究旨在探讨中国中小学生校园欺凌、抑郁、学业焦虑与家校合作之间的关系，重点是在新冠疫情后时代促进学生的心理健康。

方法

使用抑郁量表、校园欺凌量表、学业焦虑量表和家校合作量表对3600名中国中小学生进行了调查。共选取3341名学生作为研究对象，考察学业焦虑和家校合作在校园欺凌与抑郁关系中的中介和调节机制。构建了一个有调节的中介模型，以分析校园欺凌对抑郁的影响，其中学业焦虑为中介变量，家校合作为调节变量。

结果

校园欺凌、抑郁和学业焦虑与家校合作显著相关。校园欺凌与学业焦虑和抑郁显著相关。校园欺凌对抑郁有显著的正向预测作用。学业焦虑在校园欺凌与抑郁的关系中起中介作用。家校合作调节了（a）校园欺凌与学业焦虑之间的关系，以及（b）学业焦虑与抑郁之间的关系。

讨论

研究结果表明，校园欺凌不仅直接增加了抑郁，还通过学业焦虑间接加剧了抑郁。家校合作缓冲了校园欺凌对学业焦虑的影响以及学业焦虑对抑郁的影响。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/1f4450a51423/fpsyg-16-1535067-g0004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/6ea841da30ad/fpsyg-16-1535067-g0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/5a9e57294fa8/fpsyg-16-1535067-g0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/28a61ef285ae/fpsyg-16-1535067-g0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/1f4450a51423/fpsyg-16-1535067-g0004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/6ea841da30ad/fpsyg-16-1535067-g0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/5a9e57294fa8/fpsyg-16-1535067-g0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/28a61ef285ae/fpsyg-16-1535067-g0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/bba5/12326750/1f4450a51423/fpsyg-16-1535067-g0004.jpg

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