Short-Term Dynamics between Victimization and Social Support during Late Childhood: An Intensive Longitudinal Weekly Diary Study

目的：本研究采用密集追踪设计，系统探讨童年晚期儿童在受欺负经历与教师支持、父母支持和同伴支持之间的短期双向关系，旨在为校园欺凌的预防与干预提供实证依据。方法：研究采用Olweus受欺负量表和社会支持量表，对309名小学高年级学生进行连续八周、每周一次的问卷追踪，共获得2007份有效每周报告。结果：在控制前一周社会支持水平的基础上，前一周的受欺负经历显著预测本周的父母支持、教师支持和同伴支持，呈现出正向关系。然而，个体平均受欺负水平在跨层次上具有显著调节作用：较高的受欺负平均水平削弱了单周受欺负经历对父母支持和同伴支持的正向预测效应。换言之，对于整体欺凌经历较多的学生，受欺负之后获得社会支持的可能性较低。结论：童年晚期学生的受欺负经历在短时间内具有较强的波动性，且其对社会支持的影响存在显著的个体差异。整体受欺负程度较高的儿童更难主动寻求来自父母与同伴的支持，提示教育与干预实践应更加关注这一高风险群体，强化其社会支持系统的响应与可及性。Objective: The study aimed to investigate the reciprocal short-term relationships between victimization and perceived support from teachers, parents, and peers with an intensive longitudinal design, with the goal of identifying potential targets for future prevention and intervention. Methods: A total of 309 primary students in grades 5 and 6 reported their weekly experiences of victimization and perceived support from teachers, parents, and peers over eight consecutive weeks, resulting in 2007 weekly observations. Results: After controlling for the corresponding sources of social support on the last week, higher-than-person-average levels of victimization on the past week significantly predict higher-than-person-average levels of teacher, parent, and peer support in the following week. However, social support in the past week was not significantly associated with changes in victimization. Cross-level moderation analyses further revealed that higher person-average-level victimization weakened the positive within-person associations between victimization and parent/peer support. In other words, children who generally experienced less victimization were more likely to seek support from parents and peers when they encountered bullying. Conclusion: This study is the first study to use an intensive longitudinal design to explore the fluctuations of victimization, which show large short-term variabilities. Children with higher overall levels of victimization are less likely to seek support from parents and peers and thus require greater attention.