校园归属感在校园欺凌对学生卷入程度影响的中介作用——抑郁情绪在模型中的调节作用

The Mediating Effect of School Belonging on the Influence of School Bullying on Student Involvement—The Moderating Effect of Depression in the Model

摘要: 目的：探讨校园归属感在校园欺凌对学生卷入程度影响中的中介作用，以及抑郁情绪在其中的调节作用。方法：随机抽取唐山市中小学生共1527人，使用《特拉华受害欺凌量表(学生卷)》，《特拉华学生卷入度量表(学生卷)》，《学校归属感量表(PSSM中文版)》和《流调中心抑郁量表》，调查学生的校园欺凌卷入程度，校园生活卷入度，校园归属感和抑郁情绪。使用SPSS26.0进行t检验、相关分析、中介效应分析和调节作用分析。结果：1) 校园欺凌存在显著的性别差异和年级差异，男性校园欺凌卷入程度显著高于女性(t = 3.27, p < 0.05, cohen’d = 0.1673)，小学阶段显著高于初中阶段(t = 3.67, p < 0.05, cohen’d = 0.1887)。2) 校园欺凌与校园归属感负相关(r = −0.122)，与学生校园卷入负相关(r = −0.274)，校园归属感与学生卷入程度正相关(r = 0.527)；抑郁情绪和校园欺凌呈正相关(r = 0.459)，和校园归属感呈负相关(r = −0.141) (均p < 0.01)。3) 校园归属感在校园欺凌与学生卷入之间存在部分中介作用(β = 0.501, p < 0.001)。4) 抑郁情绪在归属感和校园卷入程度之间起调节作用(β = 0.199, p < 0.001)。结论：1) 男同学比女同学，小学生比中学生更多地卷入到了校园欺凌。2) 校园欺凌部分地通过校园归属感影响学生校园卷入程度。3) 抑郁情绪调节校园归属感对学生卷入程度的影响；在高校园归属感的情况下，学生卷入程度比在低校园归属感的情况下有显著的提升，且对高抑郁情绪有更加显著的作用。

Abstract: Objective: To explore the mediating role of school belonging in the impact of school bullying on stu-dents’ involvement, and the moderating role of depression. Methods: A total of 1527 students were sampled randomly from primary and secondary schools in Tangshan, using the Delaware Bullying Victimization Scale-Student and the Delaware Student Engagement Scale-Student, School Belonging Scale (PSSM Chinese version) and Center for Epidemiological studies Depression Scales to investi-gate students’ involvement in school bullying, school life, school belonging and depression. SPSS26.0 was used for t-test, correlation analysis, mediation effect analysis and moderating effect analysis. Results: 1) There are significant gender differences and grade differences in school bully-ing. The involvement of men is significantly higher than that of women (t = 3.27, p < 0.05, cohen’d = 0.1673). The involvement of bullying in primary school is significantly higher than that in junior high school (t = 3.67, p < 0.05, cohen’d = 0.1887). 2) School bullying was correlated negatively with school belonging (r = −0.122) and student involvement (r = −0.274). School belonging was corre-lated positively with student involvement (r = 0.527), depression was correlated positively with school bullying (r = 0.459), and was correlated negatively with school belonging (r = −0.141) (all p < 0.01). 3) School belonging plays a partial mediating effect between school bullying and student in-volvement (β = 0.501, p < 0.001). 4) The depression emotion played a moderating role between the sense of belonging and the degree of involvement (β = 0.199, p < 0.001). Conclusion: 1) Male stu-dents are more likely to be involved in school bullying than female students and primary school students more likely to be involved than secondary school students. 2) School bullying affects the degree of involvement of students in part through the sense of belonging on campus. 3) Depression regulates the effect of school belonging on students’ involvement; in the case of high school belong-ing, the degree of involvement of students was significantly higher than in the case of low school be-longing, and the effect of school belonging on high depressive mood was more significant.