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培育中学生共情与道德认同：预防校园欺凌的心理发展机制

Cultivating Empathy and Moral Identity in Middle School Students: The Psychological Development Mechanism for Preventing School Bullying

Psychology of China / 2025,7(10): 1276-1282 / 2025-10-29 67 24

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• Authors: 赵茜 关荐
• Information:

  宁夏大学教师教育学院，银川

• Keywords:
  School bullying; Empathy; Moral identity; Middle school students
  校园欺凌; 共情; 道德认同; 中学生
• Abstract: To explore the psychological mechanism underlying the prevention of school bullying among middle school students, this study measured 308 middle school students using the Interpersonal Reactivity Index, the Chinese Version of the School Bullying Questionnaire, and the Adolescent Moral Identity Scale. From the perspective of internal psychological mechanisms, the study analyzed the interrelationships among school bullying, empathy, and moral identity among middle school students, and further explored the mechanism of their interactions, providing a theoretical basis for the prevention and control of school bullying. The results showed that the empathy ability of middle school students had a significant negative effect on school bullying behavior, meaning that middle school students with stronger empathy abilities had a lower probability of engaging in school bullying. Moral identity played a mediating role between empathy ability and school bullying. The conclusion was that empathy could directly predict the reduction of school bullying behavior and could further reduce the risk of school bullying by enhancing moral identity. The results provided theoretical support and practical paths for reducing and preventing school bullying by improving empathy ability and establishing correct moral concepts. 为探究中学生校园欺凌行为预防的心理机制，本文采用人际反应指标量表、中文版校园欺凌问卷和青少年道德认同量表对308名中学生进行测量，从内部心理机制视角分析中学生校园欺凌与共情、道德认同之间的相互关系，进一步探测三者的作用机理，为防治校园欺凌现象提供理论依据。结果表明：中学生的共情能力对校园欺凌行为具有显著的负向效应，即共情能力较强的中学生，校园欺凌的发生概率更低；道德认同在共情能力与校园欺凌之间发挥中介作用。结论：共情能直接预测校园欺凌行为的减少，也能通过提升道德认同进一步降低校园欺凌风险。本研究结果从提高共情能力、树立正确道德观念的角度，为减少和预防校园欺凌行为提供了理论支持与实践路径。
• DOI: https://doi.org/10.35534/pc.0710208 (registering DOI)
• Cite: 赵茜, 关荐. (2025). 培育中学生共情与道德认同: 预防校园欺凌的心理发展机制. 中国心理学前沿, 7 (10), 1276-1282.