Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (4): 542-549.doi: 10.16187/j.cnki.issn1001-4918.2023.04.10

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Peer Victimization and Depression among Chinese Adolescents: The Moderating Effects of Classroom Norm Salience for Aggression

HU Yihao1, XU Luyan1, BIAN Xiaohua2, ZHOU Ying3, LIU Junsheng1   

  1. 1. Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062;
    2. School of Educational Science, Zhengzhou Normal University, Zhengzhou 450044;
    3. China Executive Leadership Academy Pudong, Shanghai 201204
  • Published:2023-07-19

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Abstract: The goal of the present study was to explore the moderating role of classroom norm salience for aggression in the links between peer victimization and adolescents' depression. Data on peer victimization, peer acceptance and depression were obtained from peer nominations and self-reports. Results of multilevel linear analysis indicated that: (1) Peer victimization was positively associated with depression after controlling for the effect of gender; (2) Classroom norm salience for aggression could moderate the relationship between peer victimization and depression after controlling for the effects of grade, classroom size and the gender ratio in the classroom. Specifically, peer victimization was more strongly associated with depression in classrooms where aggressive behaviors were less accepted by peers. The results were in accordance with the hypothesis of “healthy context paradox” and provided some insights for the prevention and intervention of school bullying in future.

Key words: adolescents, peer victimization, depression, classroom norm salience for aggression, healthy context paradox

CLC Number: 

  • B844
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