中学生父母教养方式对校园欺凌的影响机制：共情同情能力的中介作用

The Influence Mechanism of Parental Parenting Styles on School Bullying among High School Students: With Empathy and Sympathy Ability as the Mediating Role

摘要: 探讨父母教养方式与中学生校园欺凌的关系，以共情同情能力在两者间的中介作用。方法：本研究以520名中学生为研究对象，采用《校园生活量表》《简版父母教养方式量表》和《青少年共情同情量表》进行测评，所有数据运用SPSS26.0进行处理，运用的统计方法包括t检验、相关分析及PROCESS中介效应检验。结果：(1) 中学生的父母教养方式在是否为留守儿童变量上存在显著差异。(2) 在中学生父母教养方式与校园欺凌的关系中，父母教养方式的拒绝、过度保护维度与中学生校园欺凌行为呈显著正相关。(3) 中学生校园欺凌行为与共情、同情能力呈显著负相关。(4) 在父母教养方式与共情、同情能力的关系中，父母的情感温暖与过度保护维度与中学生共情、同情能力呈显著正相关，父母的拒绝维度与中学生共情能力呈显著负相关。(5) 在父母教养方式与共情、同情能力对校园欺凌的预测作用上：父母教养方式对校园欺凌的直接预测作用存在差异，父亲拒绝、母亲拒绝与母亲过度保护均能显著正向预测校园欺凌，而父母情感温暖无直接预测作用；共情与同情发挥显著中介作用，父母情感温暖可通过提升共情与同情间接减少校园欺凌；(6) 共情和同情在父母拒绝与校园欺凌间具有部分中介角色，父母拒绝会通过削弱共情与同情间接加剧校园欺凌；(7) 母亲过度保护呈现双重效应，虽直接正向预测校园欺凌，但可通过提升同情间接抑制欺凌行为。

Abstract: To explore the relationship between parental parenting styles and school bullying among middle school students, as well as the mediating role of empathy and sympathy abilities in this relationship. Methods: A total of 520 middle school students were selected as research subjects in this study. The Campus Life Inventory, Short-form Parental Parenting Style Scale (s-EMBU-C), and Adolescent Empathy and Sympathy Scale (CAMES) were used for assessment. All data were processed using SPSS 26.0, with statistical methods including independent samples t-test, correlation analysis, and PROCESS macro for mediating effect test. Results: (1) There were significant differences in parental parenting styles of middle school students regarding the variable of “being left-behind children”. (2) In the relationship between parental parenting styles and school bullying among middle school students, the “Rejection” and “Overprotection” dimensions of parental parenting styles showed a significant positive correlation with middle school students’ school bullying behavior. (3) Middle school students’ school bullying behavior had a significant negative correlation with their empathy and sympathy abilities. (4) In the relationship between parental parenting styles and empathy/sympathy abilities, the “Emotional Warmth” and “Overprotection” dimensions of parents were significantly positively correlated with middle school students’ empathy and sympathy abilities, while the “Rejection” dimension of parents was significantly negatively correlated with middle school students’ empathy ability. (5) Regarding the predictive effects of parental parenting styles, empathy, and sympathy abilities on school bullying: There were differences in the direct predictive effects of parental parenting styles on school bullying; “Father’s Rejection”, “Mother’s Rejection”, and “Mother’s Overprotection” could all significantly positively predict school bullying, while parents’ Emotional Warmth had no direct predictive effect; Empathy and sympathy played a significant mediating role—parents’ Emotional Warmth could indirectly reduce school bullying by enhancing students’ empathy and sympathy. (6) Empathy and sympathy played a partial mediating role between “parental Rejection” and school bullying; parental Rejection could indirectly exacerbate school bullying by weakening students’ empathy and sympathy. (7) Mother’s Overprotection showed a dual effect: although it directly and positively predicted school bullying, it could indirectly inhibit bullying behavior by enhancing students’ sympathy.