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Article(id=1325532056419324777, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325531848021140417, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025328, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1753804800000, receivedDateStr=2025-07-30, revisedDate=1755273600000, revisedDateStr=2025-08-16, acceptedDate=null, acceptedDateStr=null, onlineDate=1793961069444, onlineDateStr=2026-11-06, pubDate=1764000000000, pubDateStr=2025-11-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793961069444, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793961069444, creator=13701087609, updateTime=1793961069444, updator=13701087609, issue=Issue{id=1325531848021140417, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='11', pageStart='1521', pageEnd='1672', issueExtLink='null', onlineDate='null', pubDate='1764000000000', pubDateStr='2025-11-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793961019759, creator='13701087609', updateTime=1793961019759, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=1534, endPage=1538, ext={EN=ArticleExt(id=1325532061628650347, articleId=1325532056419324777, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Latent class transition of school bullying victimization among rural junior high school students in Guangxi, columnId=1325532060311638890, journalTitle=Chinese Journal of School Health, columnName=Column on Learning Environment and Student Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To investigate the latent classes, transition patterns and influencing factors of bullying victimization among rural junior high school students in Guangxi, so as to provide a theoretical basis for prevention and intervention strategies of school bulling.

Methods

In May 2024 (T1), 1 667 students from three rural junior high schools in Guigang and Qinzhou of Guangxi were selected by using convenience cluster sampling to complete the Delaware Bullying Victimization Scale-Student (DBVS-S), Childhood Trauma Questionnaire, School Connectedness Scale and Brief Resilience Scale. In May 2025 (T2), the DBVS-S was readministered. Latent transition analysis was employed to identify the best latent class model of bullying victimization at two time points and to examine the stability and transition characteristics of victimization types. Multinomial Logistic regression was further applied to examine the predictive effects of childhood trauma, psychological resilience, and school connectedness on transitions between bullying victimization categories.

Results

Two distinct patterns of bullying victimization among rural junior high school students were identified at both time points: a low victimization group (91.8% at T1, 93.5% at T2) and a traditional victimization group(high scores in the dimensions of verbal, physical and relational bullying)(8.2% at T1, 6.5% at T2). The low victimization group showed a stability probability of 95.7%, while 59.1% of the traditional victimization group transitioned to the low victimization group. Using the subjects remaining in the original group as a reference, factors associated with increased likelihood of transitioning to or remaining in the traditional victimization group included being male (OR=2.05), emotional abuse (OR=1.21), and physical neglect (OR=1.11)(all P < 0.05). In contrast, psychological resilience and school connectedness were associated with reduced probability of the transition victimization group (OR=0.88, 0.94)(both P < 0.05). Additionally, emotional abuse decreased the probability of transitioning back to low victimization (OR=0.88), whereas psychological resilience increased the probability of students transitioning to the low bulling victim group (OR=1.09) (both P < 0.05).

Conclusion

Group heterageneity is evident in the school bullying victimization among rural junior high school students in Guangxi, and childhood trauma, psychological resilience and school connectedness are important predictors of the transformation of school bullying victim categories.

, authors=Zhanfeng ZHAO1, Zhenghui WU2, Guangzeng LIU3, authorsList=Zhanfeng ZHAO, Zhenghui WU, Guangzeng LIU, authorCompany=null, correspAuthors=null, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325532072860996465, articleId=1325532056419324777, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=广西农村初中生校园欺凌受害的潜在类别转变, columnId=1325532062874358636, journalTitle=中国学校卫生, columnName=学习生活环境与学生健康专栏, runingTitle=null, highlight=null, articleAbstract=
目的

分析广西农村初中生欺凌受害的潜在类别、转变规律及影响因素，为初中生校园欺凌防治提供参考依据。

方法

于2024年5月(T1)采用方便整群抽样方法选取广西贵港、钦州3所农村初级中学1 667名学生为研究对象，采用特拉华欺凌受害量表、儿童期创伤量表、学校联结量表和简式韧性量表施测，2025年5月(T2)再次进行特拉华欺凌受害量表的调查。采用潜在剖面分析确定2个时间点学生的欺凌受害最佳类别模型，并考察欺凌受害类别的稳定性与转变性。通过多项Logistic回归分析儿童期创伤、心理韧性和学校联结对学生欺凌受害类别转变的预测作用。

结果

农村初中生欺凌受害在T1和T2两个时间点均存在2种类型，即低欺凌受害组(91.8%，93.5%)和传统类型欺凌受害组(指言语、身体、关系受欺凌维度得分高)(8.2%，6.5%)。其中，低欺凌受害组保持原组概率为95.7%，传统类型欺凌受害组向低欺凌受害组的转变概率为59.1%。以保持在原组的被试为参照，男生、情感虐待和躯体忽视使学生从低欺凌受害组向传统类型欺凌受害组转变的概率增大(OR值分别为2.05，1.21，1.11)，心理韧性和学校联结使其向传统类型欺凌受害组转变的概率降低(OR值分别为0.88，0.94)(P值均 < 0.05)。情感虐待使学生从传统类型欺凌受害组向低欺凌受害组转变的概率降低(OR=0.88)，心理韧性使其向低欺凌受害组转变的概率增大(OR=1.09)(P值均 < 0.05)。

结论

广西农村初中生校园欺凌受害存在群体异质性，儿童期创伤、心理韧性和学校联结是校园欺凌受害类别转变的重要预测因素。

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赵占锋(1986-)，男，河南许昌人，博士，副教授，主要研究方向为校园欺凌及青少年心理素质培育

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赵占锋(1986-)，男，河南许昌人，博士，副教授，主要研究方向为校园欺凌及青少年心理素质培育

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赵占锋(1986-)，男，河南许昌人，博士，副教授，主要研究方向为校园欺凌及青少年心理素质培育

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Analysis on the correlation of school connectedness, psychological resilience, and bullying victimization among middle school students(r, n=1 667)

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变量儿童期创伤心理韧性学校联结T1欺凌受害
心理韧性-0.34
学校联结-0.460.45
T1欺凌受害0.34-0.27-0.36
T2欺凌受害0.24-0.20-0.250.57
), ArticleFig(id=1325532103118705555, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325532056419324777, language=CN, label=表1, caption=

初中生学校联结、心理韧性及欺凌受害相关性分析(r值，n=1 667)

, figureFileSmall=null, figureFileBig=null, tableContent=
变量儿童期创伤心理韧性学校联结T1欺凌受害
心理韧性-0.34
学校联结-0.460.45
T1欺凌受害0.34-0.27-0.36
T2欺凌受害0.24-0.20-0.250.57
), ArticleFig(id=1325532103819154324, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325532056419324777, language=EN, label=Tab.2, caption=

LPA of school bullying victimization among middle school students at different times(n=1 667)

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时间模型AIC值BIC值aBIC值Entropy值PLMR-LRT值PBLRT值
T1C150 332.6250 506.0250 404.37———
C243 732.3643 997.8843 842.210.990.52< 0.01
C340 587.4740 945.1140 735.440.980.41< 0.01
C438 368.2438 818.0038 554.320.990.75< 0.01
T2C148 399.2648 572.6648 471.00———
C241 355.1641 620.6841 465.010.990.56< 0.01
C338 143.2138 500.8538 291.170.980.37< 0.01
C435 352.5035 802.2635 538.560.990.79< 0.01
), ArticleFig(id=1325532104695763861, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325532056419324777, language=CN, label=表2, caption=

不同时间点初中生校园欺凌受害潜在剖面分析(n=1 667)

, figureFileSmall=null, figureFileBig=null, tableContent=
时间模型AIC值BIC值aBIC值Entropy值PLMR-LRT值PBLRT值
T1C150 332.6250 506.0250 404.37———
C243 732.3643 997.8843 842.210.990.52< 0.01
C340 587.4740 945.1140 735.440.980.41< 0.01
C438 368.2438 818.0038 554.320.990.75< 0.01
T2C148 399.2648 572.6648 471.00———
C241 355.1641 620.6841 465.010.990.56< 0.01
C338 143.2138 500.8538 291.170.980.37< 0.01
C435 352.5035 802.2635 538.560.990.79< 0.01
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广西农村初中生校园欺凌受害的潜在类别转变
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赵占锋 1 , 吴正慧 2 , 刘广增 3
中国学校卫生 | 学习生活环境与学生健康专栏 2025,46(11): 1534-1538
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中国学校卫生 |学习生活环境与学生健康专栏 2025 , 46 (11) : 1534 -1538
广西农村初中生校园欺凌受害的潜在类别转变
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赵占锋1, 吴正慧2, 刘广增3
作者信息
  • 1南宁师范大学教育科学学院，广西 530001
  • 2北部湾大学心理健康教育中心
  • 3西南民族大学教育学与心理学学院
作者简介:

赵占锋(1986-)，男，河南许昌人，博士，副教授，主要研究方向为校园欺凌及青少年心理素质培育

Latent class transition of school bullying victimization among rural junior high school students in Guangxi
Zhanfeng ZHAO1, Zhenghui WU2, Guangzeng LIU3
Affiliations
  • 1School of Education Science, Nanning Normal University, Nanning 530001, Guangxi Zhuang Autonomous Region, China
出版时间: 2025-11-25 doi: 10.16835/j.cnki.1000-9817.2025328
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摘要
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目的

分析广西农村初中生欺凌受害的潜在类别、转变规律及影响因素，为初中生校园欺凌防治提供参考依据。

方法

于2024年5月(T1)采用方便整群抽样方法选取广西贵港、钦州3所农村初级中学1 667名学生为研究对象，采用特拉华欺凌受害量表、儿童期创伤量表、学校联结量表和简式韧性量表施测，2025年5月(T2)再次进行特拉华欺凌受害量表的调查。采用潜在剖面分析确定2个时间点学生的欺凌受害最佳类别模型，并考察欺凌受害类别的稳定性与转变性。通过多项Logistic回归分析儿童期创伤、心理韧性和学校联结对学生欺凌受害类别转变的预测作用。

结果

农村初中生欺凌受害在T1和T2两个时间点均存在2种类型，即低欺凌受害组(91.8%，93.5%)和传统类型欺凌受害组(指言语、身体、关系受欺凌维度得分高)(8.2%，6.5%)。其中，低欺凌受害组保持原组概率为95.7%，传统类型欺凌受害组向低欺凌受害组的转变概率为59.1%。以保持在原组的被试为参照，男生、情感虐待和躯体忽视使学生从低欺凌受害组向传统类型欺凌受害组转变的概率增大(OR值分别为2.05，1.21，1.11)，心理韧性和学校联结使其向传统类型欺凌受害组转变的概率降低(OR值分别为0.88，0.94)(P值均 < 0.05)。情感虐待使学生从传统类型欺凌受害组向低欺凌受害组转变的概率降低(OR=0.88)，心理韧性使其向低欺凌受害组转变的概率增大(OR=1.09)(P值均 < 0.05)。

结论

广西农村初中生校园欺凌受害存在群体异质性，儿童期创伤、心理韧性和学校联结是校园欺凌受害类别转变的重要预测因素。

暴力  /  精神卫生  /  回归分析  /  学生
Objective

To investigate the latent classes, transition patterns and influencing factors of bullying victimization among rural junior high school students in Guangxi, so as to provide a theoretical basis for prevention and intervention strategies of school bulling.

Methods

In May 2024 (T1), 1 667 students from three rural junior high schools in Guigang and Qinzhou of Guangxi were selected by using convenience cluster sampling to complete the Delaware Bullying Victimization Scale-Student (DBVS-S), Childhood Trauma Questionnaire, School Connectedness Scale and Brief Resilience Scale. In May 2025 (T2), the DBVS-S was readministered. Latent transition analysis was employed to identify the best latent class model of bullying victimization at two time points and to examine the stability and transition characteristics of victimization types. Multinomial Logistic regression was further applied to examine the predictive effects of childhood trauma, psychological resilience, and school connectedness on transitions between bullying victimization categories.

Results

Two distinct patterns of bullying victimization among rural junior high school students were identified at both time points: a low victimization group (91.8% at T1, 93.5% at T2) and a traditional victimization group(high scores in the dimensions of verbal, physical and relational bullying)(8.2% at T1, 6.5% at T2). The low victimization group showed a stability probability of 95.7%, while 59.1% of the traditional victimization group transitioned to the low victimization group. Using the subjects remaining in the original group as a reference, factors associated with increased likelihood of transitioning to or remaining in the traditional victimization group included being male (OR=2.05), emotional abuse (OR=1.21), and physical neglect (OR=1.11)(all P < 0.05). In contrast, psychological resilience and school connectedness were associated with reduced probability of the transition victimization group (OR=0.88, 0.94)(both P < 0.05). Additionally, emotional abuse decreased the probability of transitioning back to low victimization (OR=0.88), whereas psychological resilience increased the probability of students transitioning to the low bulling victim group (OR=1.09) (both P < 0.05).

Conclusion

Group heterageneity is evident in the school bullying victimization among rural junior high school students in Guangxi, and childhood trauma, psychological resilience and school connectedness are important predictors of the transformation of school bullying victim categories.

Violence  /  Mental health  /  Regression analysis  /  Students
赵占锋, 吴正慧, 刘广增. 广西农村初中生校园欺凌受害的潜在类别转变. 中国学校卫生, 2025 , 46 (11) : 1534 -1538 . DOI: 10.16835/j.cnki.1000-9817.2025328
Zhanfeng ZHAO, Zhenghui WU, Guangzeng LIU. Latent class transition of school bullying victimization among rural junior high school students in Guangxi[J]. Chinese Journal of School Health, 2025 , 46 (11) : 1534 -1538 . DOI: 10.16835/j.cnki.1000-9817.2025328
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欺凌受害是指个体长期或重复遭受同伴欺凌的现象，这些欺凌行为旨在使其感受到不适、伤害或痛苦[1-2]。校园欺凌作为一个世界性的社会和教育难题，具有隐蔽性、重复性、普遍性等特征，给学生家庭和社会造成严重危害[3-4]。相较于城市中学生，农村学生欺凌受害的风险更大[5-6]，亟须建构更具针对性的、精准细分的欺凌防治策略。有研究采用潜在剖面分析方法证实了中学生校园欺凌受害存在群体异质性[7-8]。中学生欺凌受害不同异质类型是否会发展转变，以及其欺凌受害表现的稳定性与转变性的关键影响因素尚不明晰。为此，本研究基于动态变化视角探究农村初中生欺凌受害的分化模式及发展转变以及儿童期创伤、心理韧性和学校联结等对初中生欺凌受害模式转变的预测作用，为校园欺凌防治提供实践依据。
1　对象与方法
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1.1　对象
采用方便整群抽样法选取广西贵港、钦州3所农村中学初一和初二学生为调查对象，实施间隔1年的2次追踪调查。初次调查时(T1, 2024年5月)有效被试为1 801人，第2次施测时(T2，2025年5月)有134名被试因请假、转学等缘故未完成测试，最终有效被试1 667名，追踪率92.56%，平均年龄(13.59±0.80)岁。其中男生813名，女生854名；初二年级学生829名，初三838名；无留守经历学生1 089名，有留守经历468名，信息缺失110名。本研究获得了学生及其家长或监护人知情同意，并通过南宁师范大学科研伦理委员会审查(批号：LLSC2025024)。
1.2　方法
1.2.1　一般信息调查
主要包括学生的性别、年龄、留守经历和父母婚姻状况等。
1.2.2　特拉华欺凌受害量表(Delaware Bullying Victimization Scale-Student, DBVS-S)[9]
包括言语受欺凌、身体受欺凌、关系受欺凌和网络受欺凌4个维度，除网络受欺凌外，其余统称为传统欺凌受害类型[7]。共16个条目，问卷采用Likert 6级计分(1=“从来没有”至6=“每天都有”)，总分16~96分，分数越高表示学生欺凌受害情况越严重。本研究中该量表在T1和T2时间点的Cronbach α系数分别为0.88和0.89。
1.2.3　儿童期创伤量表(Childhood Trauma Questionnaire, CTQ)[10]
包括情感忽视、情感虐待、躯体忽视、躯体虐待和性虐待5个维度。共28个条目(含3个效度题)，采用Likert 5级计分(1=“从不”至5=“总是”)，总分25~125分，分数越高表示创伤越严重。本研究中该量表T1时的Cronbach α系数为0.79。
1.2.4　学校联结量表(School Connectedness Scale, SCS)[11]
包括教师支持和学校归属感程度2个维度。量表共6个条目，采用Likert 5级计分(1=“完全不同意”至5=“完全同意”)，总分6~30分，分数越高表示学校联结程度越高。本研究中该量表T1时的Cronbach α系数为0.82。
1.2.5　简式韧性量表(Brief Resilience Scale, BRS)[12]
共6个条目，采用Likert 5级计分(1=“完全不同意”至5=“完全同意”)，总分6~30分，分数越高表示学生心理韧性越强。本研究中该量表T1时的Cronbach α系数为0.76。
1.3　质量控制
所有调查员接受统一培训以熟悉指导语和测试流程。调查过程以班级为单位，利用自习课时间进行集体施测，调查员向学生说明填写注意事项及保密性。对回收问卷进行严格筛查，剔除规律作答、未通过测谎题项和关键变量缺失≥10%的问卷，以确保研究规范性和结果可靠性。
1.4　统计学分析
采用SPSS 28.0软件进行统计分析。本研究连续变量中心理韧性与学校联结的峰度和偏度的绝对值均小于1，符合正态分布要求，采用(x±s)描述；欺凌受害和儿童期创伤呈右偏态分布，采用M(P25，P75)描述。使用Spearman相关分析各变量之间的相关性。通过Mplus 8.3软件对2个时间点的学生欺凌受害进行潜在剖面分析，拟合信息主要包括赤池信息量准则(akaike information criterion，AIC)、贝叶斯信息准则(Bayesian information criterion，BIC)、样本矫正的贝叶斯信息量准则(adjust-BIC，aBIC)、熵值(Entropy)、基于Bootstrap方法的似然比检验(Bootstrap likelihood ratio test, BLRT)和Lo-Mendell-Rubin似然比检验(Lo-Mendell-Rubin likelihood ratio test, LMR-LRT)等。通过潜在转变分析考察欺凌受害类别的稳定性与转变性。通过多项Logistic回归分析考察儿童期创伤、心理韧性和学校联结对学生欺凌受害类别转变的预测作用。检验水准α=0.05。
2　结果
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2.1　初中生学校联结、心理韧性及欺凌受害相关性分析
T1初中生心理韧性和学校联结得分分别为(20.87±4.21)和(24.22±4.08)分，T1儿童期创伤、欺凌受害和T2欺凌受害得分分别为32(28, 38)，19(17, 23)和19(16, 22)分。Spearman相关分析结果显示，初中生学校联结与心理韧性呈正相关(r=0.45)，且两者与T1和T2时间点的欺凌受害均呈负相关(r=-0.36~-0.20)(P值均 < 0.01)。见表1。
2.2　初中生校园欺凌受害的潜在剖面分析
在T1和T2时间点，均从初始模型开始，以相同步骤和标准抽取1~4个剖面模型进行比较。如表2所示，各模型Entropy指数均在0.90以上，PBLRT值均有统计学意义，PLMR-LRT值无统计学意义，BIC值随类别数增加而单调递减。在T1和T2时间点，3类别模型中最小类别人数分别为13(0.78%)和16人(0.96%)，4类别模型中最小类别人数均为7人(0.42%)，其最小类别人数占总体样本的比例均小于1.00%，可能存在代表性不足的问题。T2模型表现与T1基本类似，基于上述分析，本研究选择2类别模型为最佳模型。
对2个时间点上的潜在剖面分析模型结果进行描述(图1)：(1)低欺凌受害组各项指标得分均处于较低水平，T1和T2时间点该组人数分别为1 532和1 558名，占比分别为91.8%和93.5%；(2)传统类型欺凌受害组在传统欺凌受害类型得分相对较高，在网络受欺凌得分相对较低，T1和T2时间点该组人数分别为135和109名，占比分别为8.2%和6.5%。
2.3　初中生校园欺凌受害的潜在转变分析
从T1到T2时间点，低欺凌受害组随时间变化保持在原组的概率较高(95.7%)，传统类型欺凌受害组随时间变化保持在原组的概率为40.9%。低欺凌受害组随时间变化向传统类型欺凌受害组转变概率为4.3%，传统类型欺凌受害组向低欺凌受害组的转变概率为59.1%。
2.4　儿童期创伤、心理韧性和学校联结对初中生校园欺凌受害潜在类别转变的预测作用
为探究初中生欺凌受害类别转变的预测因素，建立一个潜在转变模型，纳入了性别(以女生为参照)、年龄、留守经历(以无留守经历为参照)、儿童期创伤、心理韧性和学校联结(连续变量)。Logistic回归分析结果显示，与保持低欺凌受害组-低欺凌受害不变组相比，从T1到T2，男生、情感虐待和躯体忽视会增大初中生从低欺凌受害组向传统类型欺凌受害组转变的概率(男生：OR=2.05，95%CI=1.21~3.46；情感虐待：OR=1.21，95%CI=1.10~1.33；躯体忽视：OR=1.11，95%CI=1.01~1.23，P值均 < 0.01)。而随着学生学校联结和心理韧性水平的提升，其从低欺凌受害组向传统类型欺凌受害组转变的概率降低(学校联结：OR=0.94，95%CI=0.88~0.99；心理韧性：OR=0.88，95%CI=0.82~0.95，P值均 < 0.01)。
与保持传统类型欺凌受害组-传统类型欺凌受害不变组相比，从T1到T2，随着儿童期情感虐待程度的升高，学生从传统类型欺凌受害组向低欺凌受害组转变的概率降低(OR=0.88，95%CI=0.78~0.98)，随着学生心理韧性水平的提升，其向低欺凌受害组转变的概率增大(OR=1.09，95%CI=1.01~1.20)(P值均 < 0.05)。
3　讨论
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本研究采用潜在剖面分析探索了广西农村初中生校园欺凌受害的异质性, 发现其可分为低欺凌受害组和传统类型欺凌受害组，分类结果具有跨时间的稳定性，与以往研究结果基本类似[8, 13]。一方面，本研究发现有少部分学生卷入了校园欺凌事件，并受到消极影响。如赵福江等[14]通过对全国15省市114 290名学生的调查发现，我国中小学生欺凌的整体发生率为13.9%，14岁后欺凌受害的比例开始下降，16岁降至最低(10%)。另一方面，本研究也揭示了探查农村初中生欺凌受害群体的内部异质性和个体差异的必要性，提示学校教育工作者应重视学生欺凌受害的异质性分化，尽早筛查高欺凌受害风险群体并持续动态追踪。
本研究采用潜在转变分析考察了农村初中生欺凌受害类型随时间变化的特点，揭示了欺凌受害类型有一定的跨时间稳定性和变化性。具体而言，在稳定性方面，低欺凌受害组的稳定性较高(95.7%)，与Wang等[13]的研究相近(稳定性为93.7%)。在变化性方面，传统类型欺凌受害组的变化性较高，约59.1%的学生1年后转变到低欺凌受害组，可能与随学生年龄增长，其内源性保护因素(情感认知和心理韧性水平提升等)和外源性保护因素(家庭、同伴及教师社会支持，学校重视欺凌防治等)增强有关[13, 15]。
本研究发现相较于女生，男生从低欺凌受害组向传统类型欺凌受害组转变的概率更高，这支持以往关于男生具有更多攻击倾向和欺凌受害的观点[7]，可能与两性青春期生理差异[16]和性别角色差异[17]有关。儿童期创伤会增加学生从低欺凌受害组转变到传统类型欺凌受害组的概率，与谢琳琳等[18]研究结果相一致。儿童期创伤可能使个体形成适应不良的受害者模式(消极的自我认知、社交逃避退缩等)，与欺凌者选择欺凌受害者的特征较吻合，提升了个体对欺凌受害的易感性[19]。与之相反，心理韧性和学校联结会降低学生转变到传统类型欺凌受害组的概率，这两者分别是学生的内源性和外源性保护因素，有研究表明其可有效缓冲风险因素对学生欺凌受害的影响[20-21]。此外，研究结果还显示，情感虐待和心理韧性分别能降低和增加学生从传统类型欺凌受害组转变到低欺凌受害组的概率。因此，校园欺凌防治应重视学生心理韧性水平的培养和学校联结水平(支持性的学校环境、情感联结和学校归属感等)的提升。但需要强调的是，教育工作者在重视两者保护作用的同时，也须推动家校社协同，着力减少各类儿童期创伤，有助于增大学生从传统类型欺凌受害组转变到低欺凌受害组的概率，进而更好地遏制校园欺凌的发生发展，为学生身心全面发展提供支持与保护。
基金
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  • 广西教育科学“十四五”规划2024年度广西教育科学重点研究基地重大课题项目(2024JD12)
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2025年第46卷第11期
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文章信息
doi: 10.16835/j.cnki.1000-9817.2025328
  • 接收时间：2025-07-30
  • 首发时间：2026-11-06
  • 出版时间：2025-11-25
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  • 收稿日期：2025-07-30
  • 修回日期：2025-08-16
基金
广西教育科学“十四五”规划2024年度广西教育科学重点研究基地重大课题项目(2024JD12)
作者信息
    1南宁师范大学教育科学学院，广西 530001
    2北部湾大学心理健康教育中心
    3西南民族大学教育学与心理学学院
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2种不同金属材料的力学参数
科
Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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