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已发表论文
职业学校青少年网络欺凌行为与自杀意念的纵向关系：一个有调节的中介模型
Authors Li X, Gui D, Cai X, Yin Y, Wang P, Ouyang M
Received 15 February 2025
Accepted for publication 29 July 2025
Published 10 October 2025 Volume 2025:18 Pages 2139—2151
DOI https://doi.org/10.2147/PRBM.S497797
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 5
Editor who approved publication: Professor Mei-Chun Cheung
Xiaoxuan Li,1,* Danni Gui,2,* Xiao Cai,3,* Yulong Yin,4 Pengcheng Wang,5 Mingkun Ouyang1
1College of Education Science, Guangxi Minzu University, Nanning, People’s Republic of China; 2School of Economics and Management, Fuzhou University, Fuzhou, People’s Republic of China; 3School of Foreign Languages, Renmin University of China, Beijing, People’s Republic of China; 4School of Psychology, Northwest Normal University, Lanzhou, People’s Republic of China; 5School of Media and Communication, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Mingkun Ouyang, College of Education Science, Guangxi Minzu University, Nanning, 530000, People’s Republic of China, Correspondence: Email ong_ouyang116@vip.163.com
Background: Although there is extensive evidence linking cyberbullying perpetration to adolescents’ suicidal ideation, studies have not yet explored the longitudinal relationship between cyberbullying perpetration and adolescents’ suicidal ideation, nor have they elucidated the mechanisms underlying this relationship. To address these gaps, this study employed a three-wave longitudinal design to examine the relationship between cyberbullying perpetration and suicidal ideation among Chinese vocational school adolescents, and the mediating effect of depression and the moderating effect of need to belong (NTB) in this relationship.
Methods: Using a cluster sampling method, 802 adolescents (Mage = 17.5, SD=4.3, 51.6% female) from two vocational schools completed the questionnaires measuring cyberbullying perpetration, suicidal ideation, depression, and NTB across three waves at six-month intervals. T1 depression was treated as a control variable in the statistical model. This study used SPSS 27.0 and PROCESS macro to test the research hypotheses.
Results: The results demonstrated that (1) T1 cyberbullying perpetration positively predicted T3 suicidal ideation; (2) T2 depression fully mediated the relationship between T1 cyberbullying perpetration and T3 suicidal ideation; (3) T2 NTB moderated the indirect relationship between T2 depression and T3 suicidal ideation. Specifically, the relationship between T2 depression and T3 suicidal ideation was stronger for vocational school adolescents with high NTB than for those with low NTB.
Conclusion: These findings indicate that cyberbullying perpetration impacts adolescents’ suicidal ideation via depression, and that adolescents with high NTB are more vulnerable to suicidal ideation when experiencing depression. This research highlights the importance of adopting a depression-focused intervention, thus preventing cyberbullying perpetration from escalating to suicidal ideation among vocational school adolescents, particularly those with high NTB.
Keywords: suicidal ideation, cyberbullying perpetration, depression, need to belong, vocational school adolescents
1College of Education Science, Guangxi Minzu University, Nanning, People’s Republic of China; 2School of Economics and Management, Fuzhou University, Fuzhou, People’s Republic of China; 3School of Foreign Languages, Renmin University of China, Beijing, People’s Republic of China; 4School of Psychology, Northwest Normal University, Lanzhou, People’s Republic of China; 5School of Media and Communication, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Mingkun Ouyang, College of Education Science, Guangxi Minzu University, Nanning, 530000, People’s Republic of China, Correspondence: Email ong_ouyang116@vip.163.com
Background: Although there is extensive evidence linking cyberbullying perpetration to adolescents’ suicidal ideation, studies have not yet explored the longitudinal relationship between cyberbullying perpetration and adolescents’ suicidal ideation, nor have they elucidated the mechanisms underlying this relationship. To address these gaps, this study employed a three-wave longitudinal design to examine the relationship between cyberbullying perpetration and suicidal ideation among Chinese vocational school adolescents, and the mediating effect of depression and the moderating effect of need to belong (NTB) in this relationship.
Methods: Using a cluster sampling method, 802 adolescents (Mage = 17.5, SD=4.3, 51.6% female) from two vocational schools completed the questionnaires measuring cyberbullying perpetration, suicidal ideation, depression, and NTB across three waves at six-month intervals. T1 depression was treated as a control variable in the statistical model. This study used SPSS 27.0 and PROCESS macro to test the research hypotheses.
Results: The results demonstrated that (1) T1 cyberbullying perpetration positively predicted T3 suicidal ideation; (2) T2 depression fully mediated the relationship between T1 cyberbullying perpetration and T3 suicidal ideation; (3) T2 NTB moderated the indirect relationship between T2 depression and T3 suicidal ideation. Specifically, the relationship between T2 depression and T3 suicidal ideation was stronger for vocational school adolescents with high NTB than for those with low NTB.
Conclusion: These findings indicate that cyberbullying perpetration impacts adolescents’ suicidal ideation via depression, and that adolescents with high NTB are more vulnerable to suicidal ideation when experiencing depression. This research highlights the importance of adopting a depression-focused intervention, thus preventing cyberbullying perpetration from escalating to suicidal ideation among vocational school adolescents, particularly those with high NTB.
Keywords: suicidal ideation, cyberbullying perpetration, depression, need to belong, vocational school adolescents