Effect of prosocial behavior on school bullying victimization among children and adolescents: Peer and student–teacher relationships as mediators

亲社会行为 亲密度 心理学 同伴受害 发展心理学 异化 联想(心理学) 社会异化 社会心理学 同级组 侵略 毒物控制 人为因素与人体工程学 法学 心理治疗师 数学分析 环境卫生 医学 数学 政治学
作者
Xinyuan Fu,Shuxian Li,Chen Shen,Keke Zhu,Mei Zhang,Yaqian Liu,Mengyuan Zhang
出处
期刊:Journal of Adolescence [Wiley]
卷期号:95 (2): 322-335 被引量:9
标识
DOI:10.1002/jad.12116
摘要

In this study, we examined the relationship between prosocial behavior and school bullying victimization in children and adolescents. We also tested the mediating effects of peer alienation and student-teacher closeness, as well as the moderating effect of the educational stage.In total, 538 children and adolescents were recruited from three suburban schools in Beijing, China (252 boys, 286 girls; mean age = 12.47; 237 elementary school students, 101 middle school students, and 200 high school students). The participants were asked to complete the measures of prosocial behavior, peer alienation, and student-teacher closeness at the initial time point and reported school bullying victimization 3 months later.We found that prosocial behavior was directly and negatively associated with traditional bullying victimization (i.e., physical, nonphysical, and relational); however, it had no direct association with cyberbullying victimization. Prosocial behavior was indirectly associated with school bullying victimization (except in the relational dimension) via peer alienation, but no indirect effect of student-teacher closeness was found. Besides, the associations between prosocial behavior, peer alienation, student-teacher closeness, and bullying victimization were found equally among elementary, middle, and high school students.The findings suggest that prosocial behavior is an important factor associated with decreased school bullying victimization, and peer relationships play a mediating role in this association. Our study extends the current understanding of prosocial behavior primarily as a consequence of child and adolescent development to an antecedent (of school bullying victimization), which contributes to a more comprehensive view of prosocial behavior.
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