共情、家庭关怀和学校氛围在网络受欺负与心理症状间的调节作用——基于五年制高职学生的研究

The Moderating Effect of Empathy, Family Care, and School Climate in the Association between Cyberbullying Victimization and Psychological Symptoms—A Study Conducted among Five-Year Higher Vocational College Students

摘要: 目的：探讨共情、家庭关怀和学校氛围在网络受欺负与五年制高职学生心理症状之间关联中的调节作用。方法：以福建省5所高职学校的1107名遭受网络欺负的五年制学生为研究对象，采用网络欺负量表、简明症状量表-18、相对剥夺感量表、道德推脱问卷、积极消极共情量表、家庭关怀度指数量表和学校氛围量表进行问卷调查。结果：共情在道德推脱与心理症状之间起调节作用(β = 0.096, P < 0.01)，简单斜率分析显示，在高共情水平下，道德推脱与心理症状之间的正向关联趋于增强(Bsimple = 0.169, P < 0.0001)；家庭关怀调节相对剥夺感与心理症状的关系(β = −0.082, P < 0.01)，随着家庭关怀水平的提高，相对剥夺感与心理症状之间的正向关联趋于减弱；学校氛围感知对网络受欺负经由相对剥夺感与心理症状关联的中介效应具有显著调节作用(Index = −0.017, 95% CI [−0.037, −0.001])，在高学校氛围感知水平下，该中介效应趋于减弱。结论：共情、家庭关怀和学校氛围感知在网络受欺负与心理症状的关联过程中显示出重要调节功能，良好的家庭支持和积极的学校环境可能与网络受欺负负面心理影响的减弱存在关联。本研究基于横断面数据，上述关联模式不能解释为因果关系，其具体作用机制有待纵向研究的进一步验证。

Abstract: Objective: To explore the moderating effect of empathy, family care, and school atmosphere on the association between cyberbullying victimization and psychological symptoms among five-year higher vocational college students. Method: A total of 1107 five-year students from five vocational schools in Fujian Province who suffered from cyberbullying victimization were selected as research subjects. A questionnaire survey was conducted using the Online Bullying Scale, Brief Symptom Scale-18, Relative Deprivation Scale, Moral Exclusion Questionnaire, Positive Negative Empathy Scale, Family Care Index Scale, and School Atmosphere Scale. Results: Empathy played a moderating effect between moral disengagement and psychological symptoms (β = 0.096, P < 0.01). Simple slope analysis showed that at high levels of empathy, the positive association between moral disengagement and psychological symptoms was stronger (Bsimple = 0.169, P < 0.0001). The relationship between relative deprivation and psychological symptoms was moderated by family care (β = −0.082, P < 0.01). As the level of family care increased, the positive association between relative deprivation and psychological symptoms weakened. Perceived school atmosphere significantly moderated the mediating effect of relative deprivation on the association between cyberbullying victimization and psychological symptoms (Index = −0.017, 95% CI [−0.037, −0.001]). At higher levels of perceived school atmosphere, this mediating effect weakened. Conclusion: Empathy, family care, and perceived school atmosphere showed important moderating functions in the association between cyberbullying victimization and psychological symptoms. Good family support and a positive school environment may be associated with attenuated negative psychological effects of cyberbullying victimization. These findings are based on cross-sectional data and do not imply causal relationships. Its specific mechanism of action needs further verification through longitudinal research.