同伴拒绝与网络欺负的关系:愤怒的中介作用和感知匿名性的调节作用

doi:10.16187/j.cnki.issn1001-4918.2020.05.10

摘要/Abstract

摘要： 网络欺负是随着互联网和移动通讯工具快速发展而产生的一种新的欺负形式。本研究旨在探讨同伴拒绝和网络欺负的关系以及愤怒在其中的中介作用和感知匿名性在其中的调节作用。以武汉市703名初中生为研究对象，采用问卷法对其同伴拒绝、网络欺负、愤怒和感知匿名性进行调查。结果表明：（1）在控制性别、年龄和每天上网时间后，同伴拒绝能够显著正向预测网络欺负；（2）愤怒在同伴拒绝和网络欺负的关系中起中介作用；（3）同伴拒绝对网络欺负的直接作用和愤怒在二者关系中的中介作用均会受到感知匿名性的调节，相对于感知匿名性水平低的个体，直接效应和中介效应在感知匿名性水平高的个体中更强。研究结果支持同伴拒绝和网络欺负的关系是一个有调节的中介模型，这对于制定青少年网络欺负的干预和预防措施具有重要意义。

关键词: 网络欺负, 同伴拒绝, 愤怒, 感知匿名性

Abstract: Cyberbullying has become a new form of bullying with the rapid development of Internet and mobile communication tools. The present study aimed to investigate the relationship between peer rejection and cyberbullying, as well as the mediation effect of anger and the moderation effect of perceived anonymity in this relation. Seven hundred and three Chinese junior high school students from Wuhan, a city in central China, completed a questionnaire measuring the research variables in this study. Results indicated that: (1) after controlling for participants' gender, age and time spent online per day, peer rejection positively and significantly predicted cyberbullying; (2) anger partially mediated the relationship between peer rejection and cyberbullying; and (3) the direct effect of peer rejection on cyberbullying and the mediation effect of anger were moderated by perceived anonymity, with these effects being much stronger among adolescents high on perceived anonymity. The present findings support the moderated mediation model underlying the relationship between peer rejection and cyberbullying. This also has significant implications for formulating prevention and intervention measures on cyberbullying among adolescents.

Key words: cyberbullying, peer rejection, anger, perceived anonymity

中图分类号:

B844

褚晓伟, 周宗奎, 范翠英. 同伴拒绝与网络欺负的关系:愤怒的中介作用和感知匿名性的调节作用[J]. 心理发展与教育, 2020, 36(5): 584-593.

CHU Xiaowei, ZHOU Zongkui, FAN Cuiying. Relationship between Peer Rejection and Cyberbullying: The Mediating Role of Anger and the Moderating Role of Perceived Anonymity[J]. Psychological Development and Education, 2020, 36(5): 584-593.

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