家庭因素对学生的欺凌应对能力和欺凌参与行为都有着重要影响。本研究采用方便抽样法在北京市3所中学选取996名初一、初二的学生及其父母作为研究对象，对其进行持续两年的追踪，试图探讨父母欺凌知识、态度和干预效能对初中生欺凌应对能力以及欺凌参与行为的影响并考察亲子冲突对这些变量之间关系的调节作用。
       结果发现：（1）父母反欺凌准备性的三个成分与学生欺凌参与行为及应对能力的相关性强弱不一，相较于父母欺凌知识及态度，父母欺凌干预效能与学生欺凌参与行为及应对能力具有显著相关性；（2）父母欺凌干预效能对学生欺凌参与行为及应对能力存在显著预测作用；（3）学生欺凌应对能力在父母欺凌干预效能和学生欺凌参与行为之间具有部分中介作用。（4）亲子冲突对父母欺凌干预效能、学生欺凌应对能力及参与行为之间的关系具显著调节作用。具体而言，如果亲子冲突的频率和强度（学生报告）较低，则父母欺凌干预效能可以显著负向预测学生的欺凌行为和亲欺凌行为；如果亲子冲突（父母报告）较高，则学生欺凌应对能力可以显著负向预测其受害行为；如果亲子冲突强度（学生报告）较高，则学生欺凌应对能力可以显著负向预测其欺凌行为。
       本研究结果说明，父母的欺凌干预效能感越高，才能更加有效指导学生提升欺凌应对能力、增加其积极行为并减少受害，而且只有在亲子冲突水平较低的家庭中，父母干预效能才能发挥显著影响。因此，今后的欺凌预防干预工作应更加关注家长培训教育，帮助父母认识自身对于校园欺凌事件发生的重要作用，调整和丰富仅侧重知识科普方面的讲授型培训方式，应在培训中加入增强父母欺凌干预效能的目标；此外，还应帮助父母学习适宜沟通亲子沟通方式、降低亲子冲突，以最大化发挥父母在预防和干预初中生校园欺凌中的作用。

       Family factors have a significant impact on students' ability to cope with bullying and their involvement in bullying behavior. In this study, 996 secondary school students and their parents were followed for two years in three middle schools in Beijing, China, using a convenient sampling method to explore the effects of parental bullying knowledge, attitudes and intervention efficacy on bullying response and bullying participation in junior middle school and to examine the role of parent-child conflict as a moderator.
       Findings: (1) The three components of parental anti-bullying readiness have varying degrees of correlation with student bullying participation and student bullying coping ability. Compared to parental bullying knowledge and attitudes, the efficacy of parental bullying intervention is more closely related to students' bullying participation and coping ability. (2) Further regression analysis confirmed that the efficacy of parental bullying intervention had a significant predictive effect on students' bullying participation and coping ability, while parental bullying knowledge and attitudes did not. (3) The students' bullying coping ability has partial mediation effect between the efficacy of parental bullying intervention and student bullying participation. (4) Parent-child conflict has a significant moderating effect on the relationship between the efficacy of parental bullying intervention, students' bullying coping ability, and students' bullying participation. Specifically, if the frequency and intensity of parent-child conflict (reported by students) is low, the efficacy of parental bullying intervention can significantly negatively predict students' bullying and pro-bullying behavior; If parent-child conflict (reported by parents) is high, students' bullying coping ability can significantly negatively predict their victimization; If the intensity of parent-child conflict (reported by students) is high, students' bullying coping ability can significantly negatively predict their bullying behavior.
       The results of this study indicate that the higher the efficacy of parental intervention in bullying, the more effective it is to guide students to improve their bullying coping ability, increase their positive behavior, and reduce victimization. Moreover, only in families with lower levels of parent-child conflict can parental intervention efficacy have a significant impact. Therefore, in the future, bullying prevention and intervention work should pay more attention to parental training and education, help parents understand their important role in school bullying incidents, adjust and enrich the teaching style training methods that only focus on knowledge popularization, and include the goal of enhancing the effectiveness of parental bullying intervention in the training. In addition, parents should also be helped to learn appropriate communication methods between parents and children, reduce parent-child conflicts, and maximize their role in preventing and intervening in school bullying among middle school students.