社会情绪能力与初中生欺凌保护行为的关系：基于性别差异的有调节的中介模型

The Relationship between Social-Emotional Competence and Bullying Protective Behaviors among Junior High School Students: A Moderated Mediation Model Based on Gender Differences

摘要: 研究旨在探讨社会情绪能力与初中生欺凌保护行为的关系，并检验道德勇气的中介作用以及描述性规范在其中的性别差异化调节作用。通过对6所中学1814名初中学生的问卷调查，结果发现：1) 道德勇气在社会情绪能力和保护行为之间起部分中介作用。2) 模型后半段有调节的中介效应存在性别差异：对于男生，描述性规范的提高会削弱道德勇气对保护行为的预测作用；对于女生，该调节作用不显著。研究表明，描述性规范对道德勇气在社会情绪能力和保护行为间关系的后半段路径的影响具有性别特异性。这一发现深化了对保护行为形成机制的理解，并为开展性别针对性的校园欺凌干预提供了重要启示。

Abstract: This study aimed to explore the relationship between social-emotional competence and bullying protective behaviors among junior high school students, and to examine the mediating role of moral courage and the moderating role of descriptive norms with respect to gender differences. Using survey data from 1814 students across six middle schools, the results indicated that: 1) Moral courage partially mediated the relationship between social-emotional competence and protective behaviors. 2) The moderated mediation effect in the second half of the model showed gender differences: For male students, an increase in descriptive norms weakened the predictive effect of moral courage on protective behaviors; for female students, this moderating effect was not significant. The study suggests that the influence of descriptive norms on the latter path (from moral courage to protective behaviors) within the relationship between social-emotional competence and protective behaviors is gender-specific. This finding deepens the understanding of the mechanisms underlying the formation of protective behaviors and provides important insights for developing gender-targeted interventions against school bullying.