校园欺凌对青少年的身心发展有严重的消极影响，近年来受到社会各界的广泛关注。基于发展级联理论，青少年的亲社会行为与欺凌、受害行为之间存在相互影响，但较少有研究考察三者之间随时间推移的关系。因此，本研究旨在考察青少年欺凌、受害行为与亲社会行为之间的纵向交互关系，并检验这些交互关系的性别差异。
本研究采用整群方便取样方法，对来自北京市三所中学的初中生进行为期三年的追踪调查，每次调查间隔一年。在所有三个时间点均参加调查的被试有320名，包括男生171名（占总人数的53.4%），女生149名（占总人数的46.6%），T1参与者的平均年龄为12.23岁（M = 12.23，SD = 0.65）。结果发现：（1）整体来看，初中生的欺凌、受害行为较少且呈现出减少趋势，而亲社会行为较多且呈现出波动态势；（2）初中生上一年的亲社会行为对其下一年的欺凌、受害行为均有跨时间稳定的显著负向预测作用，初二的欺凌、受害行为对初三的亲社会行为有显著的负向预测作用；（3）初二的受害行为对初三的欺凌行为有显著正向预测作用，初二的欺凌行为对初三的受害行为有显著的正向预测作用；（4）在初中生欺凌、受害与亲社会行为方面存在显著的性别差异，具体表现为初中男生的欺凌、受害行为均多于女生，而亲社会行为少于女生；此外，男生初二的欺凌行为对其初三亲社会行为的负向预测作用较女生显著更高，而女生初二的受害行为对其初三亲社会行为的负向预测作用则较男生显著更高。
总之，本研究根据发展级联理论，在中国文化语境下考察了初中生欺凌、受害与亲社会行为随时间推移的相互关系，并验证了三者之间关系的累积效应，丰富了相关理论研究。从实践角度，本研究对学校欺凌的预防和干预主要有两点启示：（1）有必要将培养学生的亲社会行为作为干预组件之一，进而减少学生的欺凌、受害行为；（2）应尽早识别并干预学生的欺凌、受害行为，以防止负面后果的累积效应。

School bullying has serious negative effects on the physical and psychological development of adolescents and has received widespread attention from all sectors of society in recent years. Based on developmental cascade theory, there are interactions between adolescents' pro-social behaviors and bullying and victimization behaviors, but fewer studies have examined the relationships among the three over time. Therefore, the present study aimed to examine the longitudinal interactions between bullying, victimization, and pro-social behavior among adolescents and to test for gender differences in these interactions.
The present study used a whole-group convenience sampling method to follow students from three junior high schools in Beijing over a three-year period, with a one-year interval between each survey. There were 320 students who participated in the survey at all three time points, including 171 boys (53.4% of the total) and 149 girls (46.6% of the total), and the mean age of T1 participants was 12.23 years (M = 12.23, SD = 0.65). The results found that (1) overall, junior high school students' bullying and victimization behaviors were less and showed a decreasing trend, while pro-social behaviors were more and showed a fluctuating trend; (2) junior high school students' pro-social behaviors in the previous year all had a stable and significant negative predictive effect across time on their bullying and victimization behaviors in the following year, and bullying and victimization behaviors in grade 8 had a significant negative predictive effect on pro-social behaviors in grade 9; (3) the victimization in grade 8 had a significant positive predictive effect on the bullying behaviors in grade 9, and the bullying behaviors in grade 8 had a significant positive predictive effect on the victimization in grade 9; (4) There were significant gender differences in the bullying, victimization and pro-social behaviors of junior high school students, specifically, junior high school boys had more bullying and victimization behaviors than girls, while their pro-social behaviors were less than girls. In addition, the negative predictive effect of 8th grade bullying on their 9th grade pro-social behavior was significantly higher for boys than for girls, while the negative predictive effect of 8th grade victimization on their 9th grade pro-social behavior was significantly higher for girls than for boys.
In conclusion, the present study examined the interrelationship between bullying, victimization, and pro-social behavior over time among junior high school students in a Chinese cultural context based on developmental cascade theory, and verified the cumulative effect of the relationship between the three, enriching related theoretical studies. From a practical perspective, the present study has two main implications for bullying prevention and intervention in schools: (1) it is necessary to develop students' pro-social behavior as one of the intervention components, which in turn reduces students' bullying and victimization; and (2) students' bullying and victimization should be identified and intervened as early as possible to prevent the cumulative effect of negative consequences.