Mindfulness, impulsivity, and moral disengagement as parameters of bullying and victimization at school
Mindfulness, impulsivity, and moral disengagement as parameters of bullying and victimization at school
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DOI：
10.1002/ab.21876
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发表时间：
2019-11-17
影响因子：
2.9
通讯作者：
Stavrinides, Panayotis
中科院分区：
文献类型：
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作者：
Georgiou, Stelios N.;Charalambous, Kyriakos;Stavrinides, Panayotis
本研究的目的是检验正念、冲动性、道德推脱以及学校欺凌经历之间存在的关联。纵向数据在三个时间点（T1、T2、T3）收集，时间间隔为6个月。参与者是塞浦路斯558名就读于中学的青少年，年龄在14到17岁之间（平均年龄M = 15.3岁；标准差 = 0.69）。通过结构方程模型发现，T1时的正念对T2时的冲动性和道德推脱都有显著的负面影响，而这些反过来又对T3时的欺凌和受欺凌情况有积极影响。因此，正念对欺凌和受欺凌情况都有间接影响，且完全由冲动性和道德推脱介导。
The aim of the present study was to examine the existing association between mindfulness, impulsivity, moral disengagement, and bullying experiences at school. Longitudinal data were collected in three points in time (T1, T2, T3) with 6 months interval between them. Participants were 558 adolescents attending secondary schools in Cyprus, with their ages ranging from 14 to 17 years (M = 15.3; standard deviation = 0.69). Through structural equation modeling, it was found that mindfulness at T1 had a significant negative effect on both impulsivity and moral disengagement at T2 and these, in turn, had a positive effect on bullying and victimization at T3. Thus, mindfulness had an indirect effect on both bullying and victimization, fully mediated by impulsivity and moral disengagement.