彭楷荔 祁乐瑛

摘要：本研究探究情绪调节自我效能感、师生关系、网络欺凌之间的关系，揭示师生关系在情绪调节自我效能感与网络欺凌之间的中介作用。本研究通过对576名中学生进行调查，结果显示，情绪调节自我效能感越高师生关系越好，情绪调节自我效能感越高的学生的网络欺凌行为频率越低，师生关系较好的同学的网络欺凌行为频率低。结论：情绪调节自我效能感与网络欺凌呈显著负相关;师生关系在情绪调节自我效能感和网络欺凌之间起到部分中介作用。

关键词：初中生，情绪调节自我效能感，师生关系，网络欺凌

Abstract：This study explores the relationship among emotional regulation self-efficacy， teacher-student relationship and network bullying， and reveals the mediating role of teacher-student relationship between emotional regulation self-efficacy and network bullying. Through the investigation of 576 middle school students， the results show that the higher the emotional regulation self-efficacy， the better the relationship between teachers and students， the lower the frequency of online bullying of students with higher emotional regulation self-efficacy， and the lower the frequency of online bullying of students with better relationship between teachers and students. Conclusion： there is a significant negative correlation between emotion regulation self-efficacy and Internet bullying; The relationship between teachers and students plays a mediating role between emotion regulation， self-efficacy and Internet bullying.

Keywords： middle school students， emotion regulation self-efficacy， teacher-student relationship， cyberbullying

1 引言

近些年来，青少年的网络欺凌事件屡有发生，青少年自身、家长以及学校对网络欺凌缺乏足够的了解、重视和应对措施。学术界过往更多从青少年的自尊和认知水平出发，挖掘青少年的网络欺凌行为的影响因素。本研究建立在过往网络欺凌研究的基础上，在师生关系的中介作用下，探究初中生情绪调节自我效能感与网络欺凌的关系。

Henson等人提出了“网络骚扰”的概念[1]，但国内外多数学者还是使用“网络欺凌（Cyberbullying）”这个词来进行研究和探索。部分学者指出网络欺凌是使用现代通讯技术故意实施的、重复的、恶意的、旨在对他人造成伤害的行为。本研究认为，网络欺凌是在网络环境中进行的欺凌，网络环境包括手机、电脑等电子设备，也包括社交网站、短信、聊天工具等通讯手段，通过言语等行为对他人进行人身攻击谩骂、侵犯他人的隐私，给被欺凌者带来心理创伤。……