摘要
目的：考察小学中、高年级学生欺凌受害、抑郁和自尊的现状及发展变化特点，采用交叉延宕设计，探测欺凌受害分别与自尊和抑郁情绪间的相互预测关系（动态交互效应）。
方法：采用特拉华欺负受害量表（学生卷）(DBVS-S)、儿童抑郁障碍自评问卷（DSRSC）中文修订版和自尊量表(SES)中文修订版对湖南省某所小学342名三、五年级小学生，进行为期一年，连续5次追踪。
结果：（1）本研究小学中年级学生遭受欺凌的比例为63.46%，小学高年级学生遭受欺凌的比例为56.25%。（2）在一年的时间内，小学中、高年级学生的欺凌受害和抑郁得分随年龄的增长呈下降趋势，而自尊得分随年龄的增长呈上升趋势。（3）交叉滞后分析结果表明：小学中年级学生T4时的抑郁可以显著预测T5时的欺凌受害；小学高年级学生T1时的欺凌受害可以显著预测T2的抑郁，T2时的抑郁可以显著预测T3时的欺凌受害，T3时的欺凌受害可以显著预测T4时的抑郁，T4时的欺凌受害可以显著预测T5时的抑郁。（4）交叉滞后分析结果表明：小学中年级学生在T1时的欺凌受害可以显著预测其T2时的自尊水平，T3时的欺凌受害可以显著预测T4时的自尊，同时，T3时的自尊可以显著预测T4时的欺凌受害；小学高年级学生在T1时的欺凌受害可以显著预测其T2时的自尊水平，T2时的欺凌受害可以显著预测T3时的自尊，T3时的欺凌受害可以显著预测T4的自尊，T4时的欺凌受害可以显著预测T5时的自尊。
结论：在欺凌受害与抑郁的相互预测关系中，不同年级间效应存在差异，小学高年级学生的欺凌受害与抑郁存在较为明显的循环作用的关系，中年级后期的抑郁更可能是欺凌受害的触发因素，可以预测随后的欺凌受害；在欺负受害与自尊的相互预测关系中，小学中年级学生的欺凌受害与自尊存在交互作用关系，高年级组则主要表现出欺凌受害对自尊的单向预测效应，自尊受损更有可能是高年级学生欺凌受害的回应。
kfs关键词：中、高年级小学生；欺凌受害；抑郁；自尊；追踪研究
I
Abstract
Objective:The purpo of this study is to explore the status and development peculiarities of bullying victimization, depression and lf-esteem among middle and nior students in primary school,and to explore the possible causal relationship between bullying victimization,lf-esteem and depression respectively．
Methods:Five concutive surveys in a one-year longitudinal was conducted among342third-grade and fifth-grade in primary school from Hunan Province by Delaware Bullying Victimization Scale(Stu
dent Volume)(DBVS-S),the Depressing Self-rating Scale(DSRSC)and the Self-Esteem Scale (SES).
Results:(1)The results show that63.46%of middle-grade students and56.25%of nior students in primary school have been bullied.(2)Among the middle and nior students in primary school,the bullying victimization and depression scores declined along with the growth of age,and the lf-esteem scores incread along with the growth of age.(3) Cross-lagged analysis showed that depression of T4time in middle-grade students in primary school can significantly predict the bullying victimization of T5time.In addition, among the nior students in primary school,cross-lagged analysis showed bullying victimization of T1time can significantly predict depression of T2time,depression of T2 time can significantly predict bullying victimization of T3 time,bullying victimization of T3time can significantly predict depression of T4time,and bullying victimization of T4time can significantly predict depression of T5time.(4) Among the middle-grade students in primary school, cross-lagged analysis showed that bullying victimization of T1
II
honor什么意思>honourtime can significantly predict lf-esteem of T2time,bullying victimization of T3time can significantly predict lf-esteem of T4time,and lf-esteem of T3time can significantly predict bullying victimizatio
n of T4time.In addition,among the nior students in primary school,cross-lagged analysis showed that bullying victimization of T1time can significantly predict lf-esteem of T2time,bullying victimization of T2 time can significantly predict lf-esteem of T3time,bullying victimization of T3time can significantly predict lf-esteem of T4time,and bullying victimization of T4time can significantly predict lf-esteem of T5time.
武汉翻译公司Conclusion:In the causal relationship between bullying victimization and depression,there are differences between in the different grades,the bullying victimization of nior students in primary school has a more obvious causality with depression.Depression in the late middle age is more likely to be a trigger for bullying victimization and can predict subquent bullying victimization.In the causal relationship between bullying victimization and lf-esteem,there is an interaction relationship between bullying victimization and lf-esteem in middle-grade students,the nior group mainly showed the one-way predictive effect of bullying victimization on lf-esteem,and the damage of lf-esteem is more likely to be a respon to the bullying victimization of nior students.
Keywords:middle and nior students in primary school; bullying victimization;depression;lf-esteem;longitudinal study
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目录
摘要...............................................................................................................II 1.引言. (1)
1.1问题提出 (1)
1.2研究目的 (2)
1.3研究意义 (2)
1.3.1理论意义 (2)
1.3.2实践意义 (3)
2.文献综述 (3)
2.1欺凌受害 (3)
2.1.1欺凌受害的定义 (3)
英孚网络课程
2.1.2欺凌受害的研究现状 (4)
2.1.3欺凌受害的年龄特点 (5)
2.1.4小学中、高年级学生心理健康与欺凌受害相关研究 (5)
pet是什么2.2抑郁 (6)
2.2.1抑郁的定义 (6)
2.2.2抑郁的年龄特点 (6)
2.2.3欺凌受害与抑郁的相关研究 (7)
2.3自尊 (7)
2.3.1自尊的定义 (7)
jane austen2.3.2自尊的年龄特点 (8)
2.3.3欺凌受害与自尊的相关研究 (8)
2.4发展情境论 (9)
3.研究方法 (10)
3.1研究对象 (10)
3.2研究工具 (10)
3.3研究程序 (11)
扇贝网背单词3.4数据分析 (11)
3.5研究假设 (12)
4.研究结果 (12)
4.1共同方法偏差的检验 (12)
4.2小学中、高年级学生欺凌受害、自尊和抑郁的基本情况与变
化情况 (13)
4.2.1小学中、高年级学生欺凌受害的基线发生率 (13)
4.2.2小学中、高年级学生的欺凌受害、抑郁和自尊的变化特
点 (13)
4.3小学中、高年级学生的欺凌受害、抑郁和自尊的相关 (15)
phenomenal4.4小学中、高年级学生欺凌受害分别与抑郁和自尊的交叉滞后
分析 (16)
4.4.1小学中、高年级学生欺凌受害与抑郁的交叉滞后分析17
在线英语单词发音4.4.2小学中、高年级学生欺凌受害与自尊的交叉滞后分析18
5.讨论 (19)
