目的:修订中文版正念注意觉知量表儿童版(the Mindful Attention Awareness Scale—Children,MAAS-C),考察其在中国文化背景下的适用性及信效度.方法:城市及农村地区共619名小学4-6年级学生参与研究.对数据进行项目分析、探索性因素分析、验证性因素分析、信度分析、效标关联效度分析、性别及城乡地区等值性检验.结果:中文版MAAS-C为单维结构,具有良好的结构效度、效标效度及信度.测量不变性检验表明,该量表在不同性别儿童间达到严格等值,城乡地区儿童间达到弱等值.结论:正念觉知量表儿童版的中文版本各项心理测量学指标良好,适宜在我国儿童群体中使用.

目的:修订中文版正念教学量表并检验其在中国教师群体中的信效度.方法:使用样本1(n1=302)进行项目分析、探索性因素分析;样本2(n2=185)进行验证性因素分析;使用样本1和2检验量表的跨组测量不变性,并考察效标效度;样本3(n3=30)进行重测信度检验.结果:中文版正念教学量表为二因子结构,包括个体内正念和人际间正念两个分量表,具有良好的结构效度、效标效度及信度.且该量表在小学、初中及高中教师中达到部分测量强等值.结论:该量表适宜在我国中小学教师群体中使用.

Three studies were conducted to develop an age-appropriate scale to assess children’s self-compassionate reactions by using a vignette technique. In Study 1, a scale employing vignette technique was developed first based on self-compassion theory and interview with children. Next, based on further item analysis with 161 children, two items were eliminated and three were modified to form the Self-Compassionate Reactions Scale for Children (SCRS-C), including 4 vignettes and 24 items. In Study 2, serial CFAs (N = 637) were conducted to investigate the structure, factorial invariance, and equivalence across gender of the SCRS-C. The reliability, convergent and discriminate validity, and concurrent validity were also examined. Study 3 explored the test-retest reliability of the scale over 6 weeks (N = 77). A two second-order factor model (compassionate and uncompassionate reaction) with six first-order factors (self-kindness, common humanity, mindfulness, self-judgment, isolation, and over-identification) was found to best fit the data. In addition, the factorial invariance of the second-order factor structure across gender was verified, and the internal consistency reliability was satisfactory. The scale showed satisfactory convergent, discriminate and concurrent validity and test-retest reliability. The SCRS-C shows promise as a reliable and valid scale of self-compassion suited for children aged 9–12 for both boys and girls.

Evidence from past years has documented that group factors, such as group norms, are related to bullying in schools. Studies have revealed that groups' bullying norms positively predicted individuals' bullying behaviors. However, the mechanism underlying this phenomenon remains unclear. Studies have documented that peer pressure mediates the relationship between bullying norms among friends and cyber bullying. Moreover, when conflict is inevitable, fear leads to aggressive behavior. Therefore, the current research included two studies to clarify the relationship between classroom bullying norms and bullying behavior. In the first study, a scenario-based experiment was conducted. A total of 89 male and 97 female primary school students in grades 4 through 6 were invited to participate in the study. Participants were randomly divided into the bullying norm priming group and the control group. After priming, participants in both groups completed the questionnaires addressing fear induced by group identity, peer pressure, and bullying behavior. Students from 23 classes were invited to participate in Study 2. A total of 459 males and 422 females (62 were lacking gender data) from grades 4, 5, 6, and 8 completed the questionnaires on classroom bullying norms, peer pressure, and bullying behavior. HLM version 7.0 was used for the hierarchical linear model. The results of Study 1 showed that (1) participants in the bullying-norm priming group showed higher levels of bullying behavior, peer pressure, and fear induced by group identity than those in the control group; (2) fear induced by group identity and peer pressure was positively associated with bullying behavior; (3) after controlling for the effect of gender, peer pressure marginally but significantly mediated the relationship between classroom bullying norms and bullying behavior at the 95% confidence level (beta = 0.064, p = 0.063). The result of Study 2 demonstrated that the mediating effect of peer pressure was significant at both the individual and the classroom level, even after controlling for the effect of gender. Specifically, (1) the indirect effect of peer pressure accounted for 22.24% of the total effect at the individual level and (2) the indirect effect of peer pressure accounted for 28.35% of the total effect at the classroom level. The results of both studies highlighted the mediating role of peer pressure in classroom bullying norms and bullying behavior. The current study is the first to identify this mediating mechanism. The findings of the present study suggest that classroom norms and peer pressure deserve more attention in further prevention and intervention addressing school bullying.