近年来欺凌和受害问题不仅备受教育研究者们的关注，而且对欺凌和受害的干预也受到了国家政策的支持，然而目前对其影响因素和机制的探究较为有限。根据生态系统理论，微观系统、中观系统和时序系统的有关因素均可对个体的欺凌和受害行为产生影响。本研究聚焦欺凌和受害发生群体和地点的特殊性，关注同伴地位和地位目标两个同伴相关因素及班级欺凌规范这一环境因素对个体欺凌和受害行为的影响，并希望在此基础上提供科学有效的预防和干预措施和方案。

为探究初中生个体的同伴地位和地位目标对欺凌行为和受害行为的影响以及班级欺凌规范的保护作用，本研究采用整群抽样的方法，使用《学生欺凌受害量表》、《同伴地位问卷》、《地位目标量表》和《班级欺凌规范量表》对北京市三所普通初中的966名学生进行为期一年的追踪问卷调查，两次测查分别在2020年11年和2021年11月进行，均采用纸笔测验的方式。运用SPSS进行描述性统计、相关分析、多因素方差分析，用Mplus进行潜在剖面分析。结果表明：

（1）受害行为与社会影响、社会地位不安全感、感知班级欺凌行为和感知班级受害行为呈显著正相关，与社会偏好、感知班级欺凌态度呈显著负相关。欺凌行为与受欢迎目标、社会地位不安全感、感知班级欺凌行为和感知班级受害行为呈显著正相关，与感知班级欺凌态度呈显著负相关；

（2）同伴地位的潜在剖面分析显示存在四个类别，即不讨喜欢组、典型低地位组、人人憎恶组、典型高地位组，不同亚组在社会影响和社会偏好上均存在显著差异；

（3）地位目标的潜在剖面分析显示存在四个类别，即低目标组、高目标不安全组、高目标安全组、中等目标组，不同亚组在受欢迎目标、社会偏好目标和社会地位不安全感上均存在显著差异；

（4）班级欺凌规范的潜在剖面分析显示存在两个类别，即欺凌较少组、欺凌普遍组，不同亚组在感知班级欺凌行为、感知班级受害行为、感知欺凌态度上均存在显著差异；

（5）多因素方差分析显示，同伴地位、地位目标和班级欺凌规范对受害行为的主效应显著。典型高地位组的受害行为显著低于其他三组，人人憎恶组的受害行为显著高于典型低地位组；低目标组和高目标不安全组的受害行为显著高于高目标安全组和中等目标组，欺凌普遍组的受害行为显著高于欺凌较少组。同伴地位和地位目标的交互作用显著，在典型低地位组中，高目标不安全组的受害行为显著高于中等目标组；在人人憎恶组中，低目标组的受害行为显著高于高目标安全组和中等目标组，高目标不安全组的受害行为显著高于高目标安全组。

（6）多因素方差分析显示，班级欺凌规范对欺凌行为的主效应显著，欺凌普遍组的欺凌行为显著高于欺凌较少组。同伴地位、地位目标与班级欺凌规范的三重交互作用显著，在欺凌普遍的班级里不讨喜欢的学生中，低目标组的欺凌行为显著高于高目标不安全组；在欺凌普遍班级里典型低地位的个体中，低目标组的欺凌行为显著高于高目标不安全组、高目标安全组和中等目标组。在欺凌较少班级里典型低地位的个体中，中等目标组的欺凌行为显著高于高目标安全组，高目标不安全组的欺凌行为显著高于低目标组和高目标安全组。

此结果说明，学校及心理工作者应关注班级欺凌规范对学生欺凌和受害行为的保护作用及更易欺凌或受害的群体。易受害群体的组别包括：（1）同伴地位为人人憎恶组；（2）地位目标为低目标组；（3）地位目标为高目标不安全组；（4）班级欺凌规范为欺凌普遍组，尤其是那些：（5）典型低地位的高目标不安全组；（6）人人憎恶的低目标组；（7）人人憎恶的高目标不安全组。易发生欺凌行为群体的组别包括：（1）班级欺凌规范的欺凌普遍组，尤其是那些：（2）欺凌普遍班级里，不讨喜欢的低目标组和典型低地位的低目标组；（3）欺凌较少班级里，典型低地位的中等目标组和典型低地位的高目标不安全组。这些结果启示我们，学校心理工作者可以从班级环境层面营造反欺凌氛围，并从学生的同伴社会关系层面对特定类型学生的欺凌和受害行为开展具有针对性的预防和干预措施，以减少初中生的校园欺凌现象。

In recent years, the problem of bullying and victimization has not only attracted the attention of educational researchers, but also the intervention of bullying and victimization has been supported by national policies. However, the research on its influencing factors and mechanisms are limited at present. According to the ecosystem theory, the factors related to the micro system, mesosystem and temporal system can all have impacts on individual bullying and victimization. This study focuses on the particularity of the occurrence groups and places of bullying and victimization, the influence of peer status and status goal as well as the environmental factor of class bullying norms on individual bullying and victimization behavior, and hopes to provide scientific and effective prevention and intervention measures and programs on this basis.

In order to explore the influence of junior high school students' individual peer status and status goals on bullying behavior and victimization, as well as the protective effect of class bullying norms, this study adopted the method of cluster sampling. A one-year follow-up questionnaire survey was conducted among 966 students from three junior middle schools in Beijing using the Student Bullying Victimization Scale, Peer Status Questionnaire, Status Goal Scale and Class Bullying Norms Scale. The two surveys were conducted in November 2020 and November 2021, respectively, using pen and paper tests. SPSS was used for descriptive statistics, correlation analysis and multivariate analysis of variance, and Mplus was used for potential profile analysis. The results show that:

(1) Victimization was significantly positively correlated with social influence, social status insecurity, perceived bullying and perceived victimization, and significantly negatively correlated with social preference and perceived bullying attitude. Bullying was significantly positively correlated with popularity goal, social status insecurity, perceived bullying and perceived victimization, and significantly negatively correlated with perceived bullying attitude.

(2) The potential profile analysis of peer status showed that there were four categories, namely, the dislike group, the typical low status group, the everyone hates group, and the typical high status group. There were significant differences in social influence and social preference among different subgroups.

(3) The potential profile analysis of status goals showed that there were four categories, namely, the low goal group, the high goal insecurity group, the high goal insecurity group and the medium goal group. There were significant differences among different subgroups in popularity goal, social preference goal and social status insecurity.

(4) The potential profile analysis of class bullying norms showed that there were two categories, namely the less bullying group and the common bullying group. Different subgroups had significant differences in perceived bullying behavior, perceived victimization behavior and perceived bullying attitude.

(5) Multivariate analysis of variance showed that peer status, status goals and class bullying norms had significant main effects on victimization. The victimization of the typical high status group was significantly lower than that of the other three groups, and the victimization of the everyone hates group was significantly higher than that of the typical low status group. Victimization was significantly higher in the low goal group and the high goal insecure group than in the high goal secure group and the medium goal group, and victimization in the common bullying group was significantly higher than that in the low bullying group. The interaction between peer status and status goal was significant. In the typical low status group, victimization of the high goal insecure group was significantly higher than that of the medium goal group. In the everyone hates group, the victimization of the low goal group was significantly higher than that of the high goal secure group and the medium goal group, and the victimization of the high goal insecurity group was significantly higher than that of the high goal secure group.

(6) Multivariate analysis of variance showed that the main effect of class bullying norms on bullying was significant, and the bullying of the group with common bullying was significantly higher than that of the group with less bullying. The triple interaction of peer status, status goals and class bullying norms is significant. In the class where bullying is common, the bullying of the low goal group is significantly higher than that of the high goal insecure group. Among typically low status individuals in a class where bullying is common, bullying in the low goal group was significantly higher than in the high goal insecure group, high goal secure group, and medium goal group. Among typically low-status individuals in less hazing classes, bullying was significantly higher in the middle-goal group than in the high-goal secure group, and bullying in the high-goal insecure group was significantly higher than in the low-goal and high-goal secure groups.

These results indicate that schools and psychological workers should pay attention to the protective effect of class bullying norms on bullying and victimization of students and the groups that are more vulnerable to bullying or victimization. The groups of vulnerable groups include: (1) Everyone hates group with peer status; (2) Low goal group of status goal; (3) The high-goal insecure group of status goals; (4) The common group of class bullying norms; (5) The high-goal insecure group with typical low status; (6) The low goal group that everyone hates; (7) High-goal insecure group that everyone hates. The groups prone to bullying included: (1) Bullying prevalence group with class bullying norms; (2) In the class where bullying is common, the low-goal group who are not liked; (3) Bullying is common in the class, low status low goal group; (4) Typically low-status intermediate goal group in the class with less bullying; (5) Bully less class, typically low status, high goal insecure group. These results suggest that school psychological workers can build an anti-bullying atmosphere from the level of class environment, and carry out targeted prevention and intervention measures from the level of students' peer social relations for bullying and victimization of specific types of students, so as to reduce the phenomenon of bullying in junior high school students.