Moderating effect of attachment to parents on the association between bullying and self-esteem among early adolescents aged 10 to 12.

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2025-01-11 DOI:10.1111/bjdp.12543

Raphaële Miljkovitch, Delphine de Terrasson, Sarah Awad, Aino E Sirparanta, Pascal Mallet

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Abstract

The aim of this study was to examine whether attachment to each parent moderates the relationship between bullying victimisation and self-esteem. The sample consisted of 250 junior high school students (114 males, 136 females; mean age: 11.3 years). The administered scales were the Bully/Victim Questionnaire Revised, the Inventory of Parent and Peer Attachment for Children and the Rosenberg Self-Esteem Scale. Results showed that early adolescents subjected to bullying had lower self-esteem than non-bullied peers. For girls, attachment to mother also accounted for self-esteem over and above the effect of bullying. For boys, attachment with the father appeared as a pure moderator of the effect of bullying as the association with self-esteem was non-significant when attachment scores were high. The findings suggest that attachment to same sex parents may foster better self-esteem in the face of bullying. Parents' participation in preventive measures could be encouraged.

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父母依恋对10 ~ 12岁青少年欺凌与自尊关系的调节作用。

本研究的目的是检验对父母的依恋是否会调节欺凌受害者和自尊之间的关系。样本包括250名初中生(男114名，女136名；平均年龄：11.3岁)。使用的量表有修订后的欺凌/受害者问卷、儿童父母与同伴依恋量表和罗森博格自尊量表。结果表明，早期遭受欺凌的青少年的自尊心低于未受欺凌的同龄人。对女孩来说，对母亲的依恋也比受欺凌的影响更能影响自尊。对于男孩来说，与父亲的依恋似乎是欺凌影响的纯粹调节因素，因为当依恋得分高时，与自尊的关联不显着。研究结果表明，在面对欺凌时，与同性父母的依恋可能会培养出更好的自尊心。可以鼓励家长参与预防措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;