认知与发展心理学研究室知识库

对青春期的留守儿童来说，长时间的亲子分离，家庭结构的不完整，加之青春期身心发展的不平衡，在面临校园欺凌的时候，容易产生焦虑等情绪问题。如果受欺凌者可以得到学校、家庭、社会积极正向的帮助和支持，那么他们的情绪问题就可能得到有效地缓解。综合以往研究发现留守儿童和非留守儿童在受欺凌、焦虑和社会支持相互作用的关系上有诸多不同的结论，但鲜有纵向对比研究。

本论文在2015年(T1)、2017年(T2)和2019年(T3)三个时间点对安徽省某学校的儿童进行了长达五年三次的纵向追踪，收集到三次调查的有效数据共951份，其中包含留守儿童299人、非留守儿童652人。本论文为一个研究包括三个子研究。研究a:使用SPSS分析数据，分别从横向和纵向的角度探讨留守儿童和非留守儿童的受欺凌和焦虑的总体情况、在人口学变量上的差异以及随时间的变化趋势;研究b:使用R语言和Mplus对数据进行交叉滞后分析，探讨受欺凌和焦虑随时间的相互作用关系。研究c:使用Mplus分析数据，考察了社会支持在留守儿童与非留守儿童的受欺凌与焦虑之间的作用机制，并建立交叉滞后中介模型。

本论文的主要研究结果如下:研究a:留守儿童和非留守儿童的受欺凌随时间的推移总体呈下降趋势，焦虑随时间的推移总体呈升高的趋势。留守儿童和非留守儿童的受欺凌和焦虑在检出率、性别、年级、户口类型、不同文化程度主要照料人方面，在一定时间点上有显著性差异。研究b:留守儿童和非留守儿童均只有受欺凌指向焦虑的单向预测作用。研究c:留守儿童的社会支持在受欺凌和焦虑中起着部分中介作用。

综合以上研究结果得出以下结论:留守儿童和非留守儿童的受欺凌随着年龄的增长有所减少，焦虑随着年龄增长逐渐升高。留守儿童和非留守儿童的受欺凌和焦虑在一定时间点和维度上有差异。留守儿童和非留守儿童早期的受欺凌会导致以后更多的焦虑。留守儿童早期的受欺凌可以通过社会支持影响后期的焦虑;而非留守儿童早期的受欺凌不能通过社会支持影响后期的焦虑。

本论文取得了一些有价值的研究成果，丰富了校园受欺凌和焦虑以及留守儿童的纵向研究，为校园受欺凌的干预和防治提供理论指导，为焦虑的缓解和留守儿童的关爱提供可行的依据。此外，本研究还存在一些不足，这也为以后进一步研究相关领域提供了可参考的方向。

For left-behind children in adolescence，a long period of separation between parents and children，incomplete family structure and unbalanced physical and mental development during adolescence are prone to various emotional problems when faced with school bullied .If the victims of bullied can get positive help and support from school，family and society，then their emotional problems may be effectively alleviated .Based on previous studies，it is found that left-behind children and non-left-behind children have many different conclusions on the interaction between bullied，anxiety and social support，but few dynamic longitudinal comparative studies have been conducted.

In this paper，children in a school in Anhui Province were longitudinally-tracked three times for five years at three time points in 2015(T1),2017(T2) and 2019(T3). A total of 951 pieces of effective data were collected from the three surveys，including 299 left一behind children and 652 non-left-behind children .This paper is a single study including three sub-studies .study a: SPSS was used to analyze the data，and the overall situation of bullied and anxiety of left一behind children and non-left-behind children，the differences in demographic variables and the change trend over time were discussed from the horizontal and vertical perspectives .study b: Using R language and Mplus to conduct cross-hysteretic analysis of the data，to explore the interaction between bullied and anxiety over time .study c: Mplus was used to analyze the data and investigate the mechanism of social support between bullied and anxiety in left一behind children and non-left-behind children，and a cross-lag mediation model was established.

The main findings of this paper are as follows: Study a:bullied of left一behind children and non一left一behind children has an overall decreasing trend over time，while anxiety has an overall increasing trend over time .The bullied and anxiety of left一behind children and non一left一behind children have significant differences in the detection rate，gender，grade ,household registration type，and main caregivers of different educational levels at a certain point in time .Study b:Both left一behind children and non一left一behind children had only a one一way predictor of bullied and anxiety .Study c:Left一behind children’s social support plays a partial mediating role in bullied and anxiety.

Based on the above research results，the following conclusions can be drawn: the bullied of left-behind children and non一left一behind children decreases with age，and the anxiety increases with age .The bullied and anxiety of left一behind children and non-left-behind children are different in a certain time point and dimension. Early bullied of left一behind children and non-left-behind children can lead to more anxiety later on .bullied in the early years of left一behind children can affect their later anxiety through social support;However，bullied in the early years of non一left 一behind children can not affect their later anxiety through social support.

This paper has obtained some valuable research results，enriched the longitudinal study of bullied and anxiety in school and left一behind children，provided theoretical guidance for the intervention and prevention of bullied in school，and provided feasible basis for the relief of anxiety and care for left-behind children. In addition，there are still some deficiencies in this study，which also provides a referential direction for further research in related fields.