Exploring the relationship between paternal co‐parenting behaviors and cyberbullying perpetration in Chinese adolescents: The moderating roles of psychological entitlement and gender

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-05-02 DOI:10.1002/pits.23210

Fengqing Zhao, Huifang Zhang, Sen Li, Haomeng Wu, Jie Hou

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引用次数: 0

Abstract

This study examined the relationships between paternal co‐parenting dimensions (including integrity, consistency, conflict, and bias) and adolescent cyberbullying perpetration, delving into potential moderating mechanisms. A sample of 795 Chinese adolescents (Mage = 14.79 years, SD = 1.67) completed questionnaires assessing parental co‐parenting, cyberbullying perpetration, and psychological entitlement. Results showed a positive association only between paternal co‐parenting bias and cyberbullying perpetration. The study identified a moderating role of psychological entitlement, indicating a stronger link between paternal co‐parenting bias and cyberbullying perpetration for adolescents with higher psychological entitlement than for those with lower psychological entitlement. Notably, the significant association between paternal co‐parenting bias and cyberbullying perpetration only existed among boys. The study provides new insights into the roles of paternal co‐parenting and adolescent psychological entitlement in cyberbullying perpetration among adolescent boys, emphasizing the importance of mitigating paternal co‐parenting bias and reducing adolescent psychological entitlement to prevent cyberbullying perpetration.

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探索中国青少年父亲共同抚养行为与网络欺凌行为之间的关系：心理权利和性别的调节作用

本研究探讨了父亲共同养育维度（包括完整性、一致性、冲突和偏见）与青少年网络欺凌行为之间的关系，并深入研究了潜在的调节机制。795名中国青少年（年龄：14.79岁，标准差：1.67）填写了调查问卷，对父母共同养育、网络欺凌行为和心理权利进行了评估。结果显示，只有父亲的共同养育偏差与网络欺凌行为之间存在正相关。研究还发现了心理应享权利的调节作用，表明与心理应享权利较低的青少年相比，心理应享权利较高的青少年的父亲共同养育偏差与网络欺凌行为之间的联系更强。值得注意的是，父亲的共同养育偏差与网络欺凌行为之间的显著关联只存在于男孩中。该研究为父亲与子女共同养育和青少年心理权利在青少年网络欺凌行为中的作用提供了新的见解，强调了减轻父亲与子女共同养育偏差和降低青少年心理权利对预防网络欺凌行为的重要性。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.