最近几年，校园欺凌事件不断发生。作为一种严重的社会现象，除了欺凌者和受害者， 校园欺凌还会影响到许多其他在场的非直接参与者，如旁观者。校园欺凌事件中旁观者是 一个复杂而多样群体，其中不仅有担当制止欺凌行为的“捍卫者”、充任推动欺凌行为的 “跟随者”，还有时常被研究者忽视，扮演忽略欺凌行为的“局外人”。考虑到欺凌情境中 人数最多的可能不是欺凌者或受害者，而是被卷入欺凌的旁观者，越来越多的研究开始关 注旁观欺凌行为的青少年。同时，由于互联网的不断发展，网络欺凌也逐渐进入青少年的 生活。已有部分研究开始关注校园欺凌与网络欺凌之间的关系。青少年正处于发展的重要 阶段，在卷入欺凌行为时，情绪、认知、行为都会产生变化，此时，来自老师的社会支持 在一定程度上会减弱消极影响。因此，本研究以 944 名高中生为被试，运用校园欺凌行为 量表、网络欺凌行为量表、焦虑-抑郁-压力量表和中文版依恋量表，对校园欺凌局外人经 历、焦虑情绪和实施网络欺凌行为三者的关系展开研究，并且检验师生依恋在其中的调节 作用。获得的数据采用 SPSS 22.0 和 AMOS 21.0 进行统计分析，得出以下结论： １）中学生的校园欺凌行为的五个维度在性别上均存在显著差异，在网络欺凌行为的实 施网络欺凌和受网络欺凌维度上存在显著性别差异，在网络欺凌的旁观维度上不存 在性别差异，在生源地和年级上不存在差异； ２）中学生校园欺凌的局外人经历会引起焦虑情绪； ３）中学生校园欺凌的局外人经历会对其网络欺凌行为有预测作用； ４）中学生的焦虑情绪在校园欺凌局外人经历和实施网络欺凌行为之间起到部分中介 作用； ５）中学生的师生依恋焦虑对焦虑情绪具有显著的正向预测作用，并且随着师生依恋焦 虑水平的升高，校园欺凌局外人经历对焦虑情绪的影响不断增大，导致实施网络欺 凌行为水平增高。

In recent years, school bullying has occurred frequently. As a serious social phenomenon, it not only affects the bullies and victims, but also may affect many other present participants. As a complex heterogeneous group, there are different types in school bullying’s Indirect actor, "defenders" always try to prevent bullying, "followers" engage in bullying, and "outsiders" ignore bullying. Given that the largest number of people in a bullying situation may not be the bully or victim, but the other bystanders, a growing number of studies are looking at adolescents who are bystanders in school bullying. At the same time, due to the rapid development of the Internet, cyberbullying has gradually entered the lives of teenagers. Some studies have focused on the relationship between school bullying and cyberbullying. Adolescence is a critical period of growth and development. When adolescents are involved in bullying, there could have some negative effect on their emotions, behaviors, and perceptions. At this point, teachers’ social support will reduce the negative impact to a certain extent. Therefore, based on the 944 high school students as subjects, using Bullying Participant Behaviors Questionnaire, The Cyberbullying Test, The Depression Anxiety Stress Scale and ECR-RS, with anxiety intermediary role between bullying outsider experience and implementation of network bullying as the breakthrough point, explore the relationships between the bullying outsider, cyberbullying and anxiety, join the teacher attachment as a moderator at the same time .The obtained data were statistically analyzed using by SPSS 22.0 and AMOS 21.0. The result shows:1) There are significant gender differences in all dimensions of school bullying behavior of middle school students. There are significant gender differences in the dimensions of cyberaggressor and cybervictim. There are no gender differences in the dimensions of cyberobserver, and there are no differences in household registration and grade level;2) The bulling outsider may feel anxiety;3) Bullying outsider significantly predicts cyberaggressor; 4) Anxiety plays a partial mediate role in bullying outsider and cyberaggressor;5) The teacher attachment as a moderator plays a moderator role in bullying outsider and cyberaggressor.