相对剥夺感与大学生网络欺凌的关系：道德推脱的中介作用与道德认同的调节作用

doi:10.16187/j.cnki.issn1001-4918.2024.03.05

摘要/Abstract

摘要： 为探讨相对剥夺感与大学生网络欺凌的关系及其作用机制,本研究构建了一个有调节的中介模型,重点考察道德推脱在二者关系中的中介作用以及道德认同的调节作用。以575名大学生为被试,采用问卷法对其相对剥夺感、道德推脱、道德认同和网络欺凌进行调查。结果表明:(1)在控制性别、年龄、主观阶层等级后,相对剥夺感能够显著正向预测大学生网络欺凌;(2)相对剥夺感通过道德推脱的中介作用预测网络欺凌;(3)道德推脱的中介作用受到道德认同的调节,即相较于高道德认同,低道德认同水平的大学生的道德推脱对网络欺凌的预测作用更大。研究结果有助于揭示大学生网络欺凌的形成机制,对大学生网络欺凌的干预具有启示意义。

关键词: 相对剥夺感, 道德推脱, 道德认同, 网络欺凌, 大学生

Abstract: In order to give an interpretation of the relationship and complex mechanisms between relative deprivation and cyberbullying, the present study formulated a moderated mediation model to test the mediating role of moral disengagement and the moderating role of moral identity in the relations between relative deprivation and cyberbullying. A total of 575 college students completed questionnaires measuring relative deprivation, moral disengagement, moral identity and cyberbullying. The results showed that: (1) After controlling for age, gender, and subjective class identity, relative deprivation was positively associated with cyberbullying among college students; (2) The positive impact of relative deprivation on cyberbullying was mediated by moral disengagement; (3) The mediating effect of moral disengagement was moderated by moral identity in the second half path, that is, the moral disengagement of college students with low moral identity has a greater negative impact on cyberbullying than college students with high moral identity. The research results contribute to revealing the formation mechanism of college students’ cyberbullying, which has significant implications for cyberbullying intervention.

Key words: relative deprivation, moral disengagement, moral identity, cyberbullying, college students

中图分类号:

B844

胡志琴, 熊猛. 相对剥夺感与大学生网络欺凌的关系：道德推脱的中介作用与道德认同的调节作用[J]. 心理发展与教育, 2024, 40(3): 346-356.

HU Zhiqin, XIONG Meng. The Relationship between Relative Deprivation and Cyberbullying in College Students:The Mediating Effect of Moral Disengagement and Moderating Effect of Moral Identity[J]. Psychological Development and Education, 2024, 40(3): 346-356.

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