中国健康心理学杂志2025，Vol.33Issue(8)：1127-1132,6.DOI:10.13342/j.cnki.cjhp.2025.08.002
童年期心理虐待与旁观者保护行为的关系:有调节的中介作用
Relationship between childhood psychological abuse and bystander protection behavior:Moderated mediation effect
摘要
Abstract
Objective:To investigate the relationship between childhood psychological abuse and bystander helping behavior,as well as the underlying mechanisms of empathy and teacher-student relationships in this context.Meth-ods:The study was conducted using the Childhood Psychological Abuse Scale,the Bystander Helping Behavior Ques-tionnaire,the Basic Empathy Scale,and the Teacher-Student Relationship Questionnaire with 807 junior high school students.Results:Psychological abuse significantly negatively predicted bystander helping behavior and empathy(β=-0.23,β=-0.54,P＜0.001).Empathy was significantly positively correlated with bystander helping behavior(β=0.51,P＜0.001).Empathy partially mediated the relationship between childhood psychological abuse and bystander helping behavior.The mediation effect size was-0.28.(P＜0.001).The teacher-student relationship played a protec-tive moderating role in the early part of the mediation process between childhood psychological abuse and bystander protective behavior(β=0.23,P＜0.001).When the teacher-student relationship was better,the impact of childhood psychological abuse on empathy was reduced.Conclusion:Empathy plays a mediating role between childhood psycho-logical abuse and bystander protection behaviors,while the teacher-student relationship serves as a moderating fac-tor between childhood psychological abuse and empathy.关键词
童年期心理虐待/旁观者保护行为/共情/师生关系Key words
Childhood psychological abuse/Bystander intervention/Empathy/Teacher-student relationship分类
医药卫生引用本文复制引用
杨硕,王蕾,刘芳..童年期心理虐待与旁观者保护行为的关系:有调节的中介作用[J].中国健康心理学杂志,2025,33(8):1127-1132,6.基金项目
2021年度教育部人文社会科学研究青年基金项目(编号:21YJC840031) （编号:21YJC840031）
