高年级小学生师生关系、学校归属感与校园受欺凌的关系：一项交叉滞后分析

doi:10.16187/j.cnki.issn1001-4918.2026.02.10

摘要/Abstract

摘要： 为考察师生关系、学校归属感与校园受欺凌间的纵向关系,对1536名4~6年级学生的追踪数据进行交叉滞后分析。结果发现:(1)在师生亲密维度,师生亲密与学校归属感呈双向预测关系,学校归属感与校园受欺凌呈双向预测关系,学校归属感T2在师生亲密T1和校园受欺凌T2间起完全中介作用,学校归属感T2在校园受欺凌T1和师生亲密T2间也起完全中介作用;(2)在师生冲突维度,校园受欺凌T1显著预测师生冲突T2,学校归属感与校园受欺凌呈双向预测关系。结果表明,学校归属感在师生亲密与校园受欺凌的相互影响中起着关键作用;遭受欺凌会增加师生冲突。这提示教育工作者,在关注校园欺凌的预防与干预的同时,也应重视加强师生关系和提升学生的学校归属感。

关键词: 高年级小学生, 师生关系, 学校归属感, 校园受欺凌, 交叉滞后分析

Abstract: To investigate the longitudinal relationships among teacher-student relationships, school belonging, and campus bullying, cross-lagged analysis was conducted on the tracking data of 1536 students from grades 4 to 6. The results revealed that: (1) In the dimension of teacher-student intimacy, there was a bidirectional predictive relationship between teacher-student intimacy and school belonging, as well as between school belonging and campus bullying. School belonging T2 played a full mediating role between teacher-student intimacy T1 and campus bullying T2. Similarly, school belonging T2 also served as a full mediator between campus bullying T1 and teacher-student intimacy T2; (2) In the dimension of teacher-student conflict, campus bullying T1 significantly predicts teacher-student conflict T2, and there is a bidirectional predictive relationship between school belonging and campus bullying. The results indicate that school belonging plays a crucial role in the interaction between teacher-student intimacy and campus bullying; experiencing bullying increases teacher-student conflicts. This suggests that educators should not only focus on the prevention and intervention of campus bullying but also pay attention to strengthening teacher-student relationships and enhancing students’ school belonging.

Key words: senior-grade pupils, teacher-student relationships, school belonging, campus bullying, cross-lagged analysis

中图分类号:

B844

李泱巾, 陆增颜, 郭俊俏, 赵必华. 高年级小学生师生关系、学校归属感与校园受欺凌的关系：一项交叉滞后分析[J]. 心理发展与教育, 2026, 42(2): 245-253.

LI Yangjin, LU Zengyan, GUO Junqiao, ZHAO Bihua. An Analysis of Cross-lagged on the Relationships between Teacher-student Relationships, School Belonging and Bullied of Senior-grade Pupils[J]. Psychological Development and Education, 2026, 42(2): 245-253.

参考文献

Allen, K. P. (2010). Classroommanagement, bullying, and teacher practices. Professional Educator, 34(1), 1-15.
Arslan, G., & Allen, K. (2021). School victimization,school belongingness, psychological well-being, and emotional problems in adolescents. Child Indicators Research, 14(4), 1501-1517.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation.Psychological Bulletin, 117(3), 497-529.
Bokkel, I. M. T., Verschueren, K., Demol, K., Van Gils, F. E., & Colpin, H. (2021). Reciprocallinks between teacher-student relationships and peer victimization: A three-wave longitudinal study in early adolescence. Journal of Youth and Adolescence, 50(11), 2166-2180.
Casper, D. M., & Card, N. A. (2016). Overt and relational victimization: A meta-analytic review of their overlap and associations with social-psychological adjustment. Child Development, 88(2), 466-483.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluatinggoodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
D’ Urso, G., & Symonds, J. (2022). Developmental cascades of internalizing and externalizing problems from infancy to middle childhood: Longitudinal associations with bullying and victimization. Journal of School Violence, 21(3), 294-311.
De Sousa, M. L.,Peixoto, M. M., & Cruz, S. (2021). The association between externalizing and internalizing problems with bullying engagement in adolescents: The mediating role of social skills. International Journal of Environmental Research and Public Health, 18(19), 10444. https://doi.org/10.3390/ijerph181910444
Demol, K., Leflot, G., Verschueren, K., & Colpin, H. (2020). Revealing thetransactional associations among teacher-child relationships, peer rejection and peer victimization in early adolescence. Journal of Youth and Adolescence, 49(11), 2311-2326.
Engels, M., Spilt, J. L., Denies, K., & Verschueren, K. (2021). The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories. Learning and Instruction, 75, 101485. https://doi.org/10.1016/j.learninstruc.2021.101485
Fekkes, M.,Pijpers, F. I. M., & Verloove-Vanhorick, S. (2004). Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81-91.
Forsberg, C., Sjögren, B., Thornberg, R., Hong, J. S., & Longobardi, C. (2023). Longitudinal reciprocal associations between student-teacher relationship quality and verbal and relational bullying victimization.Social Psychology of Education, 27, 151-173.
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education/the Journal of Experimental Education, 62(1), 60-71.
Guo, J., Zhao, B., Jiang, L., & Pan, J. (2024). Associations between teacher support, school belonging, and school bullying victimization among Chinese upper elementary school students: A multi-group analysis based on gender. Current Psychology, 43(41), 32114-32127.
Hwang, S., Waller, R., Hawes, D. J., & Allen, J. L. (2021). Longitudinalassociations between callous-unemotional (CU) traits and school-based affiliative relationships among south Korean children. Journal of Clinical Child and Adolescent Psychology, 51(4), 556-565.
Jiang, L.,Zhao, B., Guo, J., Sun, W., & Hu, W. (2023). Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging. Social Psychology of Education, 27, 1337-1356.
Krause, A., & Smith, J. D. (2022). Peeraggression and conflictual teacher-student relationships: A meta-analysis. School Mental Health, 14(2), 306-327.
Morris, K. S., Seaton, E. K., Iida, M., & Johnson, S. L. (2020). Racialdiscrimination stress, school belonging, and school racial composition on academic attitudes and beliefs among black youth. Social Sciences, 9(11), 191. https://doi.org/10.3390/socsci9110191
Oldfield, J., Stevenson, A., Ortiz, E., & Haley, B. (2018).Promoting or suppressing resilience to mental health outcomes in at risk young people: The role of parental and peer attachment and school connectedness. Journal of Adolescence, 64(1), 13-22.
Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34(4), 244-252.
Scholte, R. H. J., Engels, R. C. M. E., Overbeek, G., De Kemp, R. A. T., & Haselager, G. J. T. (2007). Stability inbullying and victimization and its association with social adjustment in childhood and adolescence. Journal of Abnormal Child Psychology, 35(2), 217-228.
Slaton, C. R., Lammers, W. J., & Park, A. (2023). How school belongingness in diverse students moderates student perceptions of teachers’ cultural humility in predicting student-teacher working alliance. Psychology in the Schools, 60(7), 2360-2372.
Steeger, C. M., & Gondoli, D. M. (2013). Mother-adolescent conflict as a mediator between adolescent problem behaviors and maternal psychological control.Developmental Psychology, 49(4), 804-814.
Yoon, J., Bauman, S., & Corcoran, C. (2020). Role ofadults in prevention and intervention of peer victimization. In Bullies, Victims, and Bystanders(pp.179-212). Switzerland, Cham: Palgrave Macmillan.
邓宇泽,杨佳奇,朱芷滢,王烨晖.(2025).小学生社会情感能力、师生关系和同伴关系:一项交叉滞后研究.心理发展与教育,41(3),322-331.
董及美, 周晨, 侯亚楠, 赵蕾, 魏淑华. (2020). 留守初中生同伴侵害与攻击性的关系: 链式多重中介模型. 心理发展与教育, 36(5), 615-623.
方杰, 温忠麟, 邱皓政. (2021). 纵向数据的中介效应分析.心理科学, 44(04), 989-996.
郭俊俏, 赵必华. (2019). 教师支持对4～9年级学生遭受校园欺凌的影响: 学校归属感的中介作用. 中国特殊教育, 223(01), 72-76.
韩立敏, 卢谢峰, 江光荣. (2004). 班主任互动风格与小学生自我概念的关系研究.心理发展与教育, 20(4), 61-65.
何二林, 叶晓梅, 毛亚庆. (2022). 学校氛围对留守儿童校园欺凌的影响机制研究.教育学报, 18(03), 144-158.
黄亮, 宋萍萍. (2019). 教师不公正和同伴欺凌对学生生活满意度的影响——学校归属感的弥补和抵御作用.教育科学研究, 297(12), 46-52.
纪林芹, 张蒙, 董美慧, 潘斌, 张文新. (2021). 童年晚期至青少年早期攻击和同伴侵害的关系: 交叉滞后研究. 心理发展与教育, 37(5),701-709.
李佳哲, 生沁霖, 姚继军. (2024). 如何防治城市小学流动儿童的校园欺凌?——基于流动儿童和本地儿童遭受校园欺凌的影响因素差异分析.教育与经济, 40(1), 30-39.
李妍, 梁丽婵, 周欣然, 边玉芳. (2024). 家师关系与小学生学校态度: 师生关系的中介作用及父母差异. 心理发展与教育, 40(1), 74-82.
刘俊升, 赵燕. (2013). 童年中期受欺负与问题行为之关系: 一项两年纵向研究. 心理科学, 36(03), 632-637.
刘艳丽, 陆桂芝. (2017). 校园欺凌行为中受欺凌者的心理适应与问题行为及干预策略.教育科学研究, 266(05), 60-66+95.
马敏, 雷媛, 张丽. (2025). 师生关系与儿童数学焦虑的双向关系: 一项纵向研究. 心理发展与教育, 41(3), 377-385.
乔琳琳. (2020).[QX(Y10]初中生学校人际关系与欺凌行为——学校归属感与自尊的中介作用(硕士学位论文). 河北师范大学, 石家庄.
屈智勇. (2002).中小学班级环境的特点及其与学生学校适应的关系(硕士学位论文). 北京师范大学.
任萍, 魏一, 孟晓哲, 秦幸娜, 王璇. (2021). 受欺负对抑郁情绪的影响:悲伤、愤怒反刍的中介作用及性别差异.心理发展与教育, 37(6), 873-881.
宋炜玲, 刘玉林, 周春燕. (2023). 教育价值观对农村留守儿童学业成绩的影响:自我控制和学校归属感的作用. 中国健康心理学杂志, 31(02), 275-281.
滕洪昌, 姚建龙. (2018). 中小学校园欺凌的影响因素研究——基于对全国10万余名中小学生的调查.教育科学研究, 276(03), 5-11,23.
田平, 邢惠子, 夏炜妍, 翟春晓. (2024). 信阳市小学4～6年级儿童心理健康状况与校园欺凌、学业压力的关系.中国健康心理学杂志, 32(03), 455-460.
吴晗, 魏昶, 陆惠诗, 赖伟平, 邢锦涛, 喻承甫, 张卫. (2021). 同伴侵害与青少年抑郁: 社会退缩的中介作用与师生关系的调节作用. 心理发展与教育, 37(2), 249-256.
谢家树, 魏宇民, ZHU Zhuorong. (2019). 当代中国青少年校园欺凌受害模式探索: 基于潜在剖面分析.心理发展与教育, 35(1), 95-102.
谢家树, 卓杨雪子, 程明, 王涛, 王小凤. (2023). 特拉华欺凌受害量表(回溯版)在大学生群体中的信效度检验.中国临床心理学杂志, 31(04), 843-848.
徐柱柱. (2021). 校园欺凌:提升抑或降低中学生学校归属感.当代青年研究, 374(05), 89-95.
喻承甫, 张卫, 曾毅茵, 叶婷, 李月明, 王姝君. (2011). 青少年感恩与问题行为的关系: 学校联结的中介作用. 心理发展与教育, 27(4), 425-433.
袁晓琳. (2022). 留守儿童的自我效能感与学校归属感的关系.教育观察, 11(09), 31-33.
张彩, 江伊茹, 朱成伟, 邵婷婷, 王海涛, 陈福美. (2022). 学校归属感与青少年手机依赖的关系: 学习焦虑的中介效应与同伴关系的调节效应. 心理发展与教育, 38(6), 848-858.
张莉, 薛香娟, 赵景欣. (2019). 歧视知觉、抑郁和农村留守儿童的学业成绩: 纵向中介模型. 心理科学, 42(03), 584-590.
张倩, 程乐, 田甜, 邬燕楠. (2024). 学生欺凌防治中的教师实践困境:何以成困及如何解困. 教育发展研究, 44(10), 60-69.
张晓州, 彭婷, 罗杰, 洪鈆. (2020). 农村初中生感恩对学校归属感的影响: 领悟社会支持和自尊的链式中介作用. 中国特殊教育, 239(05), 76-83.
张樱樱, 叶海, 叶一舵, 熊猛. (2021). 流动儿童学校归属感、相对剥夺感与其攻击行为之间的关系.中国临床心理学杂志, 29(05), 986-990.
赵福江, 刘京翠, 周镭. (2022). 全国中小学生欺凌现状调查与分析——基于对全国11万余名学生和6千余名教师的问卷调查.教育科学研究, 326(05), 32-39,55.
赵占锋, 张大均, 刘广增, 李冰冰, 潘彦谷. (2017). 小学生家庭亲密度与学校归属感: 心理素质和自我概念的链式中介作用. 中国临床心理学杂志, 25(06), 1143-1146,1151.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法.心理科学进展, 145(06), 942-950.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	田雨, 丁洪君, 郭宗新. 大学新生负性生活事件与手机成瘾的双向关系:领悟社会支持的作用[J]. 心理发展与教育, 2025, 41(4): 579-588.
[2]	邓宇泽, 杨佳奇, 朱芷滢, 王烨晖. 小学生社会情感能力、师生关系和同伴关系:一项交叉滞后研究[J]. 心理发展与教育, 2025, 41(3): 322-331.
[3]	胡莹莹, 杨一鸣, 王文静. 中小学教师情绪劳动与职业倦怠的纵向联系:情绪弹性和师生关系的链式中介作用[J]. 心理发展与教育, 2025, 41(3): 357-367.
[4]	马敏, 雷媛, 张丽. 师生关系与儿童数学焦虑的双向关系:一项纵向研究[J]. 心理发展与教育, 2025, 41(3): 377-385.
[5]	程亚华, 闫琳, 张锋. 批评方式对初、高中学生行为改善意向的影响: 师生关系亲密度的作用[J]. 心理发展与教育, 2025, 41(1): 42-50.
[6]	李启明, 李琪. 家庭氛围、自尊与心理健康的关系:三年追踪研究[J]. 心理发展与教育, 2025, 41(1): 77-85.
[7]	余宾, 郭成, 缪华灵, 彭于珏. 师生关系与小学生攻击行为的关系:自尊和亲子亲合的作用[J]. 心理发展与教育, 2025, 41(1): 99-108.
[8]	黄强, 侯金芹, 陈祉妍. 家校共育视角下同伴侵害的影响因素探究:有调节的中介模型[J]. 心理发展与教育, 2024, 40(6): 845-852.
[9]	李文辉, 王迦乐, 祖静, 李婵. 小学生自我控制、孤独感与社交焦虑的关系: 一项交叉滞后分析[J]. 心理发展与教育, 2024, 40(5): 687-694.
[10]	洪德帆, 徐逸杰, 胡茜, 张嘉瑛, 黄莹莹, 毛然, 陈静, 蒋索. 青少年校园受欺凌与自杀意念的关系: 基于潜调节的结构方程模型[J]. 心理发展与教育, 2024, 40(5): 706-719.
[11]	田惠东, 张玉红, 孙昊翔, 李瑛, 哈尼夏. 师生关系对智力障碍学生同伴交往能力的影响：有调节的中介模型[J]. 心理发展与教育, 2024, 40(1): 44-54.
[12]	李妍, 梁丽婵, 周欣然, 边玉芳. 家师关系与小学生学校态度：师生关系的中介作用及父母差异[J]. 心理发展与教育, 2024, 40(1): 74-82.
[13]	辛钊阳, 王庆林, 王明辉, 杜静, 赵国祥. 师生关系与硕士研究生学习适应:科研自我效能和专业承诺的链式中介作用[J]. 心理发展与教育, 2023, 39(6): 825-832.
[14]	杨宝琰, 柳玉姣. 元刻板印象威胁对县城农村高中生学校归属感的影响:身份认同整合和自我肯定的作用机制[J]. 心理发展与教育, 2023, 39(5): 645-653.
[15]	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.