儿童青少年欺凌行为与冷酷无情、共情的关系:交叉滞后分析

doi:10.16187/j.cnki.issn1001-4918.2023.04.09

摘要/Abstract

摘要： 以1233名3、4、7年级学生作为被试(平均年龄为10.92±1.70岁,男生623人),采用间隔一年两时间点的追踪设计,通过潜变量交叉滞后模型对欺凌行为与冷酷无情、共情间关系进行考察。结果发现:(1)欺凌行为与冷酷无情显著正相关,与认知共情、情感共情显著负相关;(2)先前冷酷无情显著正向预测随后欺凌行为,先前欺凌行为显著负向预测认知共情,共情对随后欺凌行为以及欺凌行为对冷酷无情预测均不显著;(3)欺凌行为与冷酷无情、共情间交叉滞后关系具有跨性别、跨年级阶段一致性。该研究结果提示,校园欺凌预防干预需要关注具有冷酷无情特质的学生,防止其欺凌他人;需对欺凌者实施干预以防止欺凌行为对共情发展的危害。

关键词: 欺凌, 冷酷无情, 认知共情, 情感共情, 交叉滞后分析

Abstract: On a sample of 1233 students of grade 3, grade 4 and grade 7 (Mean_age = 10.92±1.70 ; 623 boys) who were followed up for one year, the current study examined the bidirectional relationship between bullying, callous-unemotional traits, and empathy by latent cross-lagged modeling. The results revealed that: (1) Bullying was positively correlated with callous-unemotional traits, and negatively correlated with cognitive empathy and emotional empathy; (2) Previous callous-unemotional traits positively predicted subsequent bullying, while previous bullying negatively predicted cognitive empathy, but empathy was not predictive of subsequent bullying, nor bullying predictive of subsequent callous-unemotional traits; (3) There were cross-gender consistency and cross-grade consistency in associations between bullying, callous-unemotional traits and empathy. The results indicated that in the process of prevention and intervention of school bullying, we should pay attention to student with callous-unemotional traits to prevent them from bullying others, and at the same time, interventions should be implemented to intervene the bullies from causing greater harm to the development of empathy.

Key words: bullying, callous-unemotional traits, cognitive empathy, affective empathy, cross-lagged analysis

中图分类号:

B844

纪林芹, 邹小慧, 张露露, 张良. 儿童青少年欺凌行为与冷酷无情、共情的关系:交叉滞后分析[J]. 心理发展与教育, 2023, 39(4): 532-541.

JI Linqin, ZOU Xiaohui, ZHANG Lulu, ZHANG Liang. The Relationship between Children and Adolescent's Bullying Behavior and Callous-unemotional Traits and Empathy: A Cross-lagged Analysis[J]. Psychological Development and Education, 2023, 39(4): 532-541.

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