辽宁省中学生自尊与移情在孤独感与网络欺凌间的中介作用
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摘要
目的了解中学生自尊、移情、孤独感与网络欺凌的关系。方法于2017年3—5月采取方便抽样法,调查辽宁省沈阳市、朝阳市、营口市和盘锦市的961名初一至高三中学生(12～18岁),其中男生446人,女生515人,初中生512人,高中生449人。采用中学生网络欺凌行为问卷、Rosenberg自尊量表、UCLA孤独量表、基本移情量表进行调查,并进行独立样本t检验、相关分析、回归分析及建立结构方程模型。结果 (1)男生的实施网络欺凌、受网络欺凌和孤独感均高于女生[(17.1±7.0)vs.(14.8±5.6);(17.9±6.2)vs.(15.9±5.7);(45.2±9.7)vs.(42.9±9.8)],自尊和移情均低于女生[(27.4±5.1)vs.(28.2±4.8);(63.1±9.5)vs.(66.0±11.0)],差异均有统计学意义(P<0.05),初中组的实施网络欺凌、受网络欺凌均高于高中组[(16.4±6.6)vs.(15.3±6.1);(17.7±6.0)vs.(16.0±5.9)],而自尊、移情均低于高中组[(27.2±4.5)vs.(28.5±5.3);(61.8±10.3)vs.(67.1±10.0)],差异均有统计学意义(P<0.05)。(2)实施网络欺凌、受网络欺凌和孤独感之间两两呈正相关(r=0.20～0.33,P<0.01),与自尊和移情负相关(r=-0.28～-0.13,P<0.01)。(3)中学生孤独感对实施/受网络欺凌的直接效应分别为0.12和0.13;自尊(中介效应0.09,95%CI 0.37～0.79)、移情(中介效应0.05,95%CI 0.16～0.44)在孤独感与实施欺凌的关系间起到中介作用;自尊(中介效应0.05,95%CI 0.13～0.58)、移情(中介效应0.03,95%CI 0～0.03)在孤独感与受欺凌的关系间起到中介作用。结论自尊和移情负向预测中学生实施/受网络欺凌,孤独感正向预测中学生实施/受网络欺凌,提高自尊水平和移情水平可以缓解孤独感对实施/受网络欺凌的影响作用。
OBJECTIVE To investigate the role of self-esteem and empathy in the relationship between loneliness and cyberbullying among junior and senior school students. METHODS In the city of Shenyang, Chaoyang,Yingkou and Panjin in Liaoning Province, between March and May, 2017, a total of 961 middle school students from 12 to 18 age(grade 1 in middle school to grade 3 in high school) were selected by convenient sampling. Among them, there were 446 boys and 515 girls and there were 512 junior school students and 449 senior school students. Middle School Students' Cyberbullying Behavior Questionnaire(MSSCBQ), Rosenberg Self-Esteem Scale(SES), UCLA Loneliness Scale(UCLA) and Basic Empathy Scale(BES) were used for the study. The recovery data was analysed by independent sample t-test, correlation analysis, regression analysis and the structural equation model was established. RESULTS(1) The male in the scores of cyberbully, cybervictim and loneliness were higher than the femal((17.1±7.0) vs.(14.8±5.6);(17.9±6.2) vs.(15.9±5.7);(45.2±9.7) vs.(42.9±9.8)), but the male in the scores in self-esteem and empathy were lower than the female((27.4±5.1) vs.(28.2±4.8);(63.1±9.5) vs.(66.0±11.0)) and the difference was statistically significant(P<0.05). The junior school students in the scores of cyberbully, cybervictim were higher than the senior school students((16.4±6.6) vs.(15.3±6.1);(17.7±6.0) vs.(16.0±5.9)), but the junior school students in the scores in self-esteem and empathy were lower than senior school students((27.2±4.5) vs.(28.5±5.3);(61.8±10.3) vs.(67.1±10.0)), and the difference was statistically significant(P<0.05).(2) The scores of CBQ, CBVQ and UCLA were positively correlated each other(r=0.20-0.33, P<0.01), and negatively correlated with the scores of SES and BES(r=-0.28--0.13, P<0.01).(3) Among junior and senior school students, the direct effect of loneliness on the cyberbully and cybervictim were 0.12 and 0.13. Self-esteem(indirect effect 0.09, 95% CI 0.37-0.79) and empathy(indirect effect 0.05, 95% CI 0.16-0.44) played mediating roles in the relationship between loneliness and cyberbully; Self-esteem(indirect effect 0.05, 95% CI 0.13-0.58) and empathy(indirect effect 0.03, 95% CI 0-0.03) played mediating roles in the relationship between loneliness and cybervictim. CONCLUSION Negative prediction of self-esteem and empathy are to cyberbully and cybervictim, and positive prediction of loneliness is to cyberbully and cybervictim. The levels of self-esteem and empathy enhanced could mitigate the effect of loneliness on cyberbully and cybervictim.
OBJECTIVE To investigate the role of self-esteem and empathy in the relationship between loneliness and cyberbullying among junior and senior school students. METHODS In the city of Shenyang, Chaoyang,Yingkou and Panjin in Liaoning Province, between March and May, 2017, a total of 961 middle school students from 12 to 18 age(grade 1 in middle school to grade 3 in high school) were selected by convenient sampling. Among them, there were 446 boys and 515 girls and there were 512 junior school students and 449 senior school students. Middle School Students' Cyberbullying Behavior Questionnaire(MSSCBQ), Rosenberg Self-Esteem Scale(SES), UCLA Loneliness Scale(UCLA) and Basic Empathy Scale(BES) were used for the study. The recovery data was analysed by independent sample t-test, correlation analysis, regression analysis and the structural equation model was established. RESULTS(1) The male in the scores of cyberbully, cybervictim and loneliness were higher than the femal((17.1±7.0) vs.(14.8±5.6);(17.9±6.2) vs.(15.9±5.7);(45.2±9.7) vs.(42.9±9.8)), but the male in the scores in self-esteem and empathy were lower than the female((27.4±5.1) vs.(28.2±4.8);(63.1±9.5) vs.(66.0±11.0)) and the difference was statistically significant(P<0.05). The junior school students in the scores of cyberbully, cybervictim were higher than the senior school students((16.4±6.6) vs.(15.3±6.1);(17.7±6.0) vs.(16.0±5.9)), but the junior school students in the scores in self-esteem and empathy were lower than senior school students((27.2±4.5) vs.(28.5±5.3);(61.8±10.3) vs.(67.1±10.0)), and the difference was statistically significant(P<0.05).(2) The scores of CBQ, CBVQ and UCLA were positively correlated each other(r=0.20-0.33, P<0.01), and negatively correlated with the scores of SES and BES(r=-0.28--0.13, P<0.01).(3) Among junior and senior school students, the direct effect of loneliness on the cyberbully and cybervictim were 0.12 and 0.13. Self-esteem(indirect effect 0.09, 95% CI 0.37-0.79) and empathy(indirect effect 0.05, 95% CI 0.16-0.44) played mediating roles in the relationship between loneliness and cyberbully; Self-esteem(indirect effect 0.05, 95% CI 0.13-0.58) and empathy(indirect effect 0.03, 95% CI 0-0.03) played mediating roles in the relationship between loneliness and cybervictim. CONCLUSION Negative prediction of self-esteem and empathy are to cyberbully and cybervictim, and positive prediction of loneliness is to cyberbully and cybervictim. The levels of self-esteem and empathy enhanced could mitigate the effect of loneliness on cyberbully and cybervictim.
引文
[1] 孙时进,邓士昌.青少年的网络欺凌:成因、危害及防治策略[J].现代传播-中国传媒大学学报,2016,38(2):144-148.
[2] 中国互联网络信息中心.中国互联网络发展状况统计报告[R/OL].[2018-02-10].http://www.cnnic.net.cn/gywm/xwzx/rdxw/201801/t20180131_70188.htm pdf,2018,26-27.
[3] WONG D S W,CHAN H C,CHENG C H K.Cyberbullying perpetration and victimization among adolescents in Hong Kong[J].Child Youth Serv Rev,2014,36 (1):133-140.
[4] 汪耿夫,王秀秀,方玉,等.青少年传统欺凌、网络欺凌与抑郁症状的相关性研究[J].中华预防医学杂志,2015,49(8):722-727.
[5] 孙经,何健,张丁,等.河南省中学生孤独感现况及其与心理健康关系分析[J].中国学校卫生,2014,35(4):543-545.
[6] 赵明旭,张丽锦,盖笑松.城乡小学生欺负行为及其与孤独感的关系[J].中国心理卫生杂志,2008,22(10):757-758.
[7] 邹逸,殷玉新.国外网络欺凌研究的热点内容及应对策略研究[J].教育科学研究,2017(9):65-71.
[8] 陈萌萌,张野,张珊珊,等.移情对中学生网络欺凌的抑制:性别、年级的调节作用[J].中小学心理健康教育,2016(1):8-11.
[9] 张野,张珊珊,刘琳,等.中学生传统与网络欺凌结构特征的比较研究[J].现代中小学教育,2015,31(8):58-62.
[10] 申自力,蔡太生.Rosenberg自尊量表中文版条目8的处理[J].中国心理卫生杂志,2008,22(9):661-663.
[11] 李晓巍,邹泓,刘艳.孤独感量表在中学生群体中的初步修订[J].中国临床心理学杂志,2014,22(4):731-733.
[12] 夏丹.基于移情量表(BES)中文版的信效度及初步应用研究[D].郑州:郑州大学,2011.
[13] 甘怡群.中介效应研究的新趋势:研究设计和数据统计方法[J].中国心理卫生杂志,2014,28(8):584-585.
[14] 谢真真.中学生共情、道德推脱与网络欺负的关系研究[D].石家庄:河北大学,2016.
[15] 宋静静,佐斌,谭潇,等.留守儿童的自尊在亲子亲合和同伴接纳与孤独感的中介效应[J].中国心理卫生杂志,2017,31(5):376-381.
[16] PFETSCH J S.Empathic skills and cyberbullying:relationship of different measures of empathy to cyberbullying in comparison to offline bullying among young adults[J].J Genet Psychol,2017,178(1):58-72.
[17] CHANGHO L,NAMIN S.Prevalence of cyberbullying and predictors of cyberbullying perpetration among Korean adolescents[J].Comput Human Behav,2016,68(3):352-358.
[18] 胡阳,范翠英,张凤娟,等.初中生不同网络欺负角色行为的特点及与抑郁的关系[J].中国心理卫生杂志,2013,27(12):913-917.
[19] 何丹,申曦,杨欢,等.父母教养方式与青少年网络欺负:移情的作用[J].中国健康心理学杂志,2017,25(3):403-407.
[20] VARGHESE M E,PISTOLE M C.College student cyberbullying:self-esteem,depression,loneliness,and attachment[J].J Coll Couns,2017,20(4):7-21.
[21] 杨继平,杨力,王兴超.移情、道德推脱对初中生网络过激行为的影响[J].山西大学学报(哲学社会科学版),2014,37(4):122-128.
[2] 中国互联网络信息中心.中国互联网络发展状况统计报告[R/OL].[2018-02-10].http://www.cnnic.net.cn/gywm/xwzx/rdxw/201801/t20180131_70188.htm pdf,2018,26-27.
[3] WONG D S W,CHAN H C,CHENG C H K.Cyberbullying perpetration and victimization among adolescents in Hong Kong[J].Child Youth Serv Rev,2014,36 (1):133-140.
[4] 汪耿夫,王秀秀,方玉,等.青少年传统欺凌、网络欺凌与抑郁症状的相关性研究[J].中华预防医学杂志,2015,49(8):722-727.
[5] 孙经,何健,张丁,等.河南省中学生孤独感现况及其与心理健康关系分析[J].中国学校卫生,2014,35(4):543-545.
[6] 赵明旭,张丽锦,盖笑松.城乡小学生欺负行为及其与孤独感的关系[J].中国心理卫生杂志,2008,22(10):757-758.
[7] 邹逸,殷玉新.国外网络欺凌研究的热点内容及应对策略研究[J].教育科学研究,2017(9):65-71.
[8] 陈萌萌,张野,张珊珊,等.移情对中学生网络欺凌的抑制:性别、年级的调节作用[J].中小学心理健康教育,2016(1):8-11.
[9] 张野,张珊珊,刘琳,等.中学生传统与网络欺凌结构特征的比较研究[J].现代中小学教育,2015,31(8):58-62.
[10] 申自力,蔡太生.Rosenberg自尊量表中文版条目8的处理[J].中国心理卫生杂志,2008,22(9):661-663.
[11] 李晓巍,邹泓,刘艳.孤独感量表在中学生群体中的初步修订[J].中国临床心理学杂志,2014,22(4):731-733.
[12] 夏丹.基于移情量表(BES)中文版的信效度及初步应用研究[D].郑州:郑州大学,2011.
[13] 甘怡群.中介效应研究的新趋势:研究设计和数据统计方法[J].中国心理卫生杂志,2014,28(8):584-585.
[14] 谢真真.中学生共情、道德推脱与网络欺负的关系研究[D].石家庄:河北大学,2016.
[15] 宋静静,佐斌,谭潇,等.留守儿童的自尊在亲子亲合和同伴接纳与孤独感的中介效应[J].中国心理卫生杂志,2017,31(5):376-381.
[16] PFETSCH J S.Empathic skills and cyberbullying:relationship of different measures of empathy to cyberbullying in comparison to offline bullying among young adults[J].J Genet Psychol,2017,178(1):58-72.
[17] CHANGHO L,NAMIN S.Prevalence of cyberbullying and predictors of cyberbullying perpetration among Korean adolescents[J].Comput Human Behav,2016,68(3):352-358.
[18] 胡阳,范翠英,张凤娟,等.初中生不同网络欺负角色行为的特点及与抑郁的关系[J].中国心理卫生杂志,2013,27(12):913-917.
[19] 何丹,申曦,杨欢,等.父母教养方式与青少年网络欺负:移情的作用[J].中国健康心理学杂志,2017,25(3):403-407.
[20] VARGHESE M E,PISTOLE M C.College student cyberbullying:self-esteem,depression,loneliness,and attachment[J].J Coll Couns,2017,20(4):7-21.
[21] 杨继平,杨力,王兴超.移情、道德推脱对初中生网络过激行为的影响[J].山西大学学报(哲学社会科学版),2014,37(4):122-128.
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