校园归属感在校园欺凌对学生卷入程度影响的中介作用——抑郁情绪在模型中的调节作用
The Mediating Effect of School Belonging on the Influence of School Bullying on Student Involvement—The Moderating Effect of Depression in the Model

目的：探讨校园归属感在校园欺凌对学生卷入程度影响中的中介作用，以及抑郁情绪在其中的调节作用。方法：随机抽取唐山市中小学生共1527人，使用《特拉华受害欺凌量表(学生卷)》，《特拉华学生卷入度量表(学生卷)》，《学校归属感量表(PSSM中文版)》和《流调中心抑郁量表》，调查学生的校园欺凌卷入程度，校园生活卷入度，校园归属感和抑郁情绪。使用SPSS26.0进行t检验、相关分析、中介效应分析和调节作用分析。结果：1) 校园欺凌存在显著的性别差异和年级差异，男性校园欺凌卷入程度显著高于女性(t = 3.27, p < 0.05, cohen’d = 0.1673)，小学阶段显著高于初中阶段(t = 3.67, p < 0.05, cohen’d = 0.1887)。2) 校园欺凌与校园归属感负相关(r = ？0.122)，与学生校园卷入负相关(r = ？0.274)，校园归属感与学生卷入程度正相关(r = 0.527)；抑郁情绪和校园欺凌呈正相关(r = 0.459)，和校园归属感呈负相关(r = ？0.141) (均p < 0.01)。3) 校园归属感在校园欺凌与学生卷入之间存在部分中介作用(β = 0.501, p < 0.001)。4) 抑郁情绪在归属感和校园卷入程度之间起调节作用(β = 0.199, p < 0.001)。结论：1) 男同学比女同学，小学生比中学生更多地卷入到了校园欺凌。2) 校园欺凌部分地通过校园归属感影响学生校园卷入程度。3) 抑郁情绪调节校园归属感对学生卷入程度的影响；在高校园归属感的情况下，学生卷入程度比在低校园归属感的情况下有显著的提升，且对高抑郁情绪有更加显著的作用。
Objective: To explore the mediating role of school belonging in the impact of school bullying on stu-dents’ involvement, and the moderating role of depression. Methods: A total of 1527 students were sampled randomly from primary and secondary schools in Tangshan, using the Delaware Bullying Victimization Scale-Student and the Delaware Student Engagement Scale-Student, School Belonging Scale (PSSM Chinese version) and Center for Epidemiological studies Depression Scales to investi-gate students’ involvement in school bullying, school life, school belonging and depression. SPSS26.0 was used for t-test, correlation analysis, mediation effect analysis and moderating effect analysis. Results: 1) There are significant gender differences and grade differences in school bully-ing. The involvement of men is significantly higher than that of women (t = 3.27, p < 0.05, cohen’d = 0.1673). The involvement of bullying in primary school is significantly higher than that in junior high school (t = 3.67, p < 0.05, cohen’d = 0.1887). 2) School bullying was correlated negatively with school belonging (r = ？0.122) and student involvement (r = ？0.274). School belonging was corre-lated positively with student involvement (r = 0.527), depression was correlated positively with school bullying (r = 0.459), and was correlated negatively with school belonging (r = ？0.141) (all p < 0.01). 3) School belonging plays a partial mediating effect between school bullying and student in-volvement (β = 0.501, p < 0.001). 4) The depression emotion played a moderating role between the sense of belonging and the degree of involvement (β = 0.199, p < 0.001). Conclusion: 1) Male stu-dents are more likely to be involved in school bullying than female students and primary school students more likely to be involved than secondary school students. 2) School bullying