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.

参考文献

Caravita, S. C., Di Blasio, P., & Salmivalli, C. (2010). Earlyadolescents' participation in bullying. Journal of Early Adolescence, 30(1), 138-170.
Carpendale, J. I. M., & Lewis, C. (2006). How children develop social understanding. In R. M. Lerner (Editor-in-Chief), M. H., Bornstein, & T. Leverthal (Volume Editors), Handbook of Child Psychology and Developmental Science, Volume 2, Cognitive Processes (7th edition, pp. 381-424). New Jersey: Wiley.
Ciucci, E., & Baroncelli, A. (2014). The emotional core of bullying: Further evidences of the role of callous-unemotional traits and empathy. Personality and Individual Differences, 67, 69-74.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach.Journal of Personality and Social Psychology, 44(1), 113-126.
Espelage, D. L., Hong, J.S., & Kim, D. H. (2018). Empathy, attitude towards bullying, theory-of-mind, and non-physical forms of bully perpetration and victimization among U.S. middle school students. Child and Youth Care Forum, 47(1), 45-60.
Fanti, A., Kokkinos, C. M., Voulgaridou, I., & Hadjicharalambous, M-Z. (2019). Investigating the association between callous-unemotional traits with relational bullying and victimization: A cross-national study. Social Development, 28 (4), 854-872.
Fernandez, Y. M., & Marshall, W. L. (2003). Victim empathy, social self-esteem, and psychopathy in rapists.Sexual Abuse: A Journal of Research and Treatment, 15(1), 11-26.
Frick, P. J., & White, S. F. (2008). Research review: The importance of callous-unemotional traits for developmental models of aggressive and antisocial behavior.Journal of Child Psychology and Psychiatry, 49(4), 359-375.
Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Can callous-unemotional traits enhance the understanding, diagnosis, and treatment of serious conduct problems in children and adolescents? A comprehensive review.Psychological Bulletin, 140(1), 1-57.
Galinsky, A. D., Magee, J. C., Inesi, M. E., & Gruenfeld, D. H. (2006). Power and perspectives not taken.Psychological Science, 17(12), 1068-1074.
Golmaryami, F. N., Frick, P. J., Hemphill, S. A., Kahn, R. E., Crapanzano, A. M., & Terranova, A. M. (2016). The social, behavioral, and emotional correlates of bullying and victimization in a school-based sample.Journal of Abnormal Child Psychology, 44(2), 381-391.
Gray, J. A (1972). The psychophysiological basis of introversion-extraversion: A modification of Eysenck's theory. The Biological Bases of Individual Behavior, 34(3), 182-205.
Gruenfeld, D. H., Inesi, M. E., Magee, J. C., & Galinsky, A. D. (2008). Power and the objectification of social targets.Journal of Personality and Social Psychology, 95(1), 111-127.
Ji, L., Pan, B., Zhang, W., Zhang, L., Chen, L., & Deater-Deckard, K. (2019). Bidirectional associations between peer relations andattention problems from 9 to 16 years. Journal of Abnormal Child Psychology, 47(3), 381-392.
Jolliffe, D., & Farrington, D. P. (2011). Is low empathy related to bullying after controlling for individual and social background variables? Journal of Adolescence, 34(1), 59-71.
Khamis, V. (2015). Bullying among school-age children in the greater Beirut area: Risk and protective factors.Child Abuse & Neglect, 39, 137-146.
Lam, S. F., Law, W., Chan, C. K., Zhang, X., & Wong, B. P. (2018). Will victims become aggressors or vice versa? A cross-lagged analysis of school aggression. Journal of Abnormal Child Psychology, 46(3), 529-541.
Marsee, M. A., Silverthorn, P., & Frick, P. J. (2005). The association of psychopathic traits with aggression and delinquency in non-referred boys and girls. Behavioral Sciences and the Law, 23(6), 803-817.
Muñoz, L. C., Qualter, P., & Padgett, G. (2011). Empathy and bullying: Exploring the influence of callous-unemotional traits.Child Psychiatry and Human Development, 42(2), 183-196.
Muthén, L. K., & Muthén, B. O. (2012).Mplus user's guide. Los Angeles, CA: Muthén & Muthén
Olweus, D. (1993).Bullying at school. What we know and what we can do. Oxford: Blackwell.
Orue, I., & Calvete, E. (2019). Psychopathic traits and moral disengagement interact to predict bullying and cyberbullying among adolescents. Journal of Interpersonal Violence, 34(11), 2313-2332.
Pardini, D., Stepp, S., Hipwell, A., Stouthamer-Loeber, M., & Loeber, R. (2012). The clinical utility of the proposed DSM-5 callous-unemotional subtype of conduct disorder in young girls.Journal of the American Academy of Child and Adolescent Psychiatry, 51(1), 62-73.
Pechorro, P., Hawes, S. W., Gonçalves, R. A., & Ray, J. V. (2016). Psychometric properties of the inventory of callous-unemotional traits short version (ICU-12) among detained female juvenile offenders and community youths.Psychology, Crime and Law, 23(3), 221-239.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Reijntjes, A., Vermande, M., Goossens, F. A., Olthof, T., van de Schoot, R., Aleva, L., & van der Meulen, M. (2013). Developmental trajectories of bullying and social dominance in youth.Child Abuse & Neglect, 37(4), 224-234.
Riffle, L. N., Kelly, K. M., Demaray, M. L., Malecki, C. E., Santuzzi, A. M., Rodriguez-Harris, D. J., & Emmons, J. D. (2021). Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls.Journal of School Psychology, 86, 49-63.
Schuberth, D. A., Zheng, Y., Pasalich, D. S., McMahon, R. J., Kamboukos, D., Dawson-McClure, S., & Brotman, L. M. (2018). The role of emotion understanding in the development of aggression and callous-unemotional features across early childhood.Journal of Abnormal Child Psychology, 47(4), 619-631.
Sentse, M., Veenstra, R., Kiuru, N., & Salmivalli, C. (2015). A longitudinal multilevel study of individual characteristics and classroom norms in explaining bullying behaviors.Journal of Abnormal Child Psychology, 43(5), 943-955.
Soto, C.J., John, O.P. Gosling, S.D. & Potter J. (2011). Age differences in personality traits from 10 to 65: Big five domains and facets in a large cross-sectional sample.Journal of Personality and Social Psychology, 100(2), 330-348
Stavrinides, P., Georgiou, S., & Theofanous, V. (2010). Bullying and empathy: A short-term longitudinal investigation. Educational Psychology, 30(7), 793-802.
Sutton, J., Smith, P. K., & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation?British Journal of Developmental Psychology, 17(3), 435-450.
Tampke, E. C., Fite, P. J., & Cooley, J. L. (2020). Bidirectional associations between affective empathy and proactive and reactive aggression.Aggressive Behavior, 46(4), 317-326.
van Geel, M., Toprak, F., Goemans, A., Zwaanswijk, W., & Vedder, P. (2017). Are youth psychopathic traits related to bullying? Meta-analyses on callous-unemotional traits, narcissism, and impulsivity.Child Psychiatry & Human Development, 48(5), 768-777.
van Kleef, G. A., Oveis, C., van der Löwe, I., LuoKogan, A., Goetz, J., & Keltner, D. (2008). Power,distress, and compassion: Turning a blind eye to the suffering of others. Psychological Science, 19(12), 1315-1322.
Viding, E., Simmonds, E., Petrides, K. V., & Frederickson, N. (2009). The contribution of callous-unemotional traits and conduct problems to bullying in early adolescence.Journal of Child Psychology and Psychiatry, 50(4), 471-481.
Vossen, H. G. M., Piotrowski, J. T., & Valkenburg, P. M. (2015). Development of the Adolescent Measure of Empathy and Sympathy (AMES).Personality and Individual Differences, 74, 66-71.
Waller, R., & Hyde, L. W. (2017). Callous-unemotional behaviors in early childhood: Measurement, meaning, and the influence of parenting.Child Development Perspectives, 11(2), 120-126.
Walters, G. D., & Espelage, D. L. (2017). Resurrecting the empathy-bullying relationship with a pro-bullying attitudes mediator:The Lazarus effect in mediation research. Journal of Abnormal Child Psychology, 46(6), 1229-1239.
Williford, A., Boulton, A. J., Forrest-Bank, S. S., Bender, K. A., Dieterich, W. A., & Jenson, J. M. (2015). The effect of bullying and victimization on cognitive empathy development during the transition to middle school.Child and Youth Care Forum, 45(4), 525-541.
Zych, I., Ttofi, M. M., & Farrington, D. P. (2019). Empathy and callous-unemotional traits in different bullying roles: A systematic review and meta-analysis.Trauma, Violence, & Abuse, 20(1), 3-21.
谢家树, 魏宇民, Zhu, Z. R. (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, 25(1), 95-102.
颜志强, 苏彦捷. (2021). 认知共情和情绪共情的发展差异: 元分析初探. 心理发展与教育, 37(1), 1-9.
张洁, 陈亮, 张良, 潘斌, 李腾飞, 纪林芹, 张文新. (2020). 父母心理控制与小学生的欺负行为: 敌意归因和冷酷无情的作用检验. 心理发展与教育, 36(6), 715-724.
张文新, 武建芬, Jones, K. (1999). Olweus儿童欺负问卷中文版的修订. 心理发展与教育, 15(2), 7-11.
张文新. (2002). 中小学生欺负/受欺负的普遍性与基本特点. 心理学报, 34(4), 387-394.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	袁雯, 张旭然, 郭惠, 李燕芳. 儿童欺凌网络的结构特征与变化特点：基于社会网络分析视角[J]. 心理发展与教育, 2026, 42(2): 234-244.
[2]	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.
[3]	李蓓蕾, 林彤, 赖梅艳, 车猛, 邓林园. 初中生欺凌、受害与亲社会行为的关系：基于发展级联理论的交叉滞后分析[J]. 心理发展与教育, 2026, 42(2): 264-273.
[4]	杨淑芸, 李紫涵, 任萍. 欺凌受害对早期青少年自伤的影响:孤独感与情绪调节策略的作用[J]. 心理发展与教育, 2026, 42(1): 121-130.
[5]	鲍振宙, 杨凌青, 储怡佳, 于明申, 徐梓唯. 青少年亲欺凌旁观行为的发展轨迹:界定亚群组及其影响因素[J]. 心理发展与教育, 2026, 42(1): 131-141.
[6]	彭大炬, 程诚, 郭培杨, 许洋. 青少年冷酷无情特质和边缘人格特质的共同风险因素模型:一项交叉滞后研究[J]. 心理发展与教育, 2025, 41(4): 528-538.
[7]	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.
[8]	刘燊, 范航, 王喆, 宋明华, 滕瀚. 父母婚姻冲突与中学生欺凌行为的关系:越轨同伴交往和感觉寻求的作用[J]. 心理发展与教育, 2025, 41(2): 235-244.
[9]	鲍振宙, 储怡佳, 王帆, 柳希希, 于明申. 受欺凌经历对青少年亲欺凌旁观行为的影响:道德推脱与感知班级反欺凌规范的作用机制[J]. 心理发展与教育, 2025, 41(2): 265-275.
[10]	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.
[11]	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.
[12]	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.
[13]	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.
[14]	张文新. 欺凌的界定:文化和发展的视角[J]. 心理发展与教育, 2023, 39(4): 590-598.
[15]	辛国刚, 张李斌, 常睿生, 张云运. 青少年早期受欺凌发展轨迹:抑郁、自尊和学业成就的预测作用[J]. 心理发展与教育, 2023, 39(4): 568-579.