Peer victimization and depression among Chinese adolescents: Moderation of teachers' aggression management.

School psychology (Washington, D.C.) Pub Date : 2025-05-05 DOI:10.1037/spq0000697

Yan Sun, Junsheng Liu, Luhao Wei, Tong Zhou, Guomin Jin, Biao Sang

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Abstract

This study explored the moderating roles of two types of teachers' aggression management strategies (i.e., aggression control and promotion of prosocial behavior) in the association between peer victimization and depressive symptoms among adolescents in China. Participants were 1,346 students (M_age = 13.84 years, SD = 0.90, 43.5% girls) from 37 classes in a public school located in a rural region of mainland China. Teacher strategy data was collected from the classroom head teachers (M_age = 33.21 years, SD = 6.95, 87.9% female teachers). Students reported their peer victimization experience and depressive symptoms. Results of multilevel modeling revealed that only teachers' aggression control moderated the link between peer victimization and depressive symptoms. The magnitude of the link between peer victimization and depressive symptoms declined for students whose teachers used more aggression control. The findings highlighted the importance of teachers' aggression management strategies in alleviating the distress of victimized youth. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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中国青少年同伴伤害与抑郁：教师攻击管理的调节作用。

本研究探讨了两种类型的教师攻击管理策略（即攻击控制和促进亲社会行为）在同伴伤害与青少年抑郁症状的关联中的调节作用。参与者是来自中国大陆农村地区一所公立学校37个班级的1346名学生（年龄= 13.84岁，SD = 0.90, 43.5%为女生）。教师策略数据收集自班主任（年龄= 33.21岁，SD = 6.95，女教师占87.9%）。学生报告了他们的同伴受害经历和抑郁症状。多层模型的结果显示，只有教师的攻击控制调节同伴伤害与抑郁症状之间的联系。在老师使用更多攻击控制的学生中，同伴伤害与抑郁症状之间的联系程度有所下降。研究结果强调了教师攻击管理策略对减轻受害青少年的痛苦的重要性。（PsycInfo Database Record (c) 2025 APA，版权所有）。

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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School psychology (Washington, D.C.)

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