Abstract: Aggressive behaviors, has always been widely concerned by scholars because it could do harm to others and society. Previous studies have shown that aggressive behaviors, can have a series of serious effects on individuals, such as severely affecting their physical and mental health, personality development, academic progress and social interaction. Researches have shown that being bullied can lead to some feelings such anxiety, depression and other mental symptoms, as well as some aggressive behaviors. Research has found that being bullied can predict behavioral problems such as aggressive behaviors. Therefore, in order to build a harmonious and stable campus environment, the researchers should pay more attention to external behaviors such as aggressive behaviors. Being bullied individuals tend to have strong sense of inferiority, while long-term social comparison can increase the level of relative deprivation. However, relative deprivation is harmful to the individual body and mind, even can trigger many other external problem like aggressive behaviors. Based on Bandura social learning theory, violence exposure in daily environment has drawn lots of researchers attention recently. It is believed that violence exposure in daily environment may result in aggressive behaviors . The present study aimed to explore the moderated mediation among being bullied, relative deprivation, violence exposure in daily environment and aggressive behaviors. The study not only examined indirect relations between being bullied and college students’ aggressive behaviors intention via relative deprivation, but also examined the extent to which violence exposure in daily environment moderated the indirect relations between being bullied and college students’ aggressive behaviors. 941college students (455 boys and 486 girls, Mage=20.21±1.37) were recruited in the study to complete self-report questionnaires. The self-report questionnaires used in this study included being bullied scale, relative deprivation scale, violence exposure in daily environment scale, and aggressive behaviors scale. Being bullied was measured with the being bullied scale which consists of 14 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Relative deprivation was measured with the relative deprivation scale which consists of 4 items. The respondents rated the extent to which they agreed with each statement on a 6-point Likert scale. Violence exposure in daily environment was measured with the violence exposure in daily environment questionnaire which consists of 8 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Aggressive behaviors was measured with the aggressive behaviors questionnaire which consists of 29 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. The results indicated that: (1) Relative deprivation played a partial mediating role between being bullied and college students’ aggressive behaviors; (2) Violence exposure in daily environment moderated the two paths in the relationship between being bullied and college students’ aggressive behaviors at the same time. For low intensity violence exposure in daily environment, with the increase of being bullied, the relative deprivation had an obviously ascending trend (γ= 0.731, t =14.906, p＜0.001). For high intensity violence exposure in daily environment, with the increase of being bullied, the relative deprivation also show an obviously ascending trend (γ= 0.419，t = 8.758, p＜0.001). For low intensity violence exposure in daily environment, with the increase of relative deprivation, the college students’ aggressive behaviors had an obviously ascending trend (γ= 0.267, t =5.691，p＜0.001). For high intensity violence exposure in daily environment, with the increase of relative deprivation, the college students’ aggressive behaviors also show an obviously ascending trend (γ= 0.169, t = 4.615，p＜0. 001). Therefore, the effect of being bullied on college students’ aggressive behaviors was moderated mediating effect. The moderated mediating model significantly revealed the effect mechanism of being bullied on aggressive behaviors. These findings supported our model that the link between being bullied and college students’ aggressive behaviors was complex and dependent on other factors. The conclusion of the study had important reference value for controlling and preventing of college students’ aggressive behaviors.

Key words: being bullied, relative deprivation, violence exposure in daily environment, aggressive behaviors, moderated mediation

摘要： 本研究旨在探讨青少年受欺负与攻击的关系，并提出一个有调节的中介模型，考察了青少年受欺负“怎样”影响攻击行为及这种影响“何时”更强或更弱。本研究采用受欺负量表、相对剥夺感问卷、暴力暴露问卷和攻击问卷对941 名大学生进行研究。结果显示：（1）相对剥夺感在受欺负与青少年攻击之间起着部分中介作用；（2）相对剥夺感的中介作用受到日常环境中的暴力暴露的调节，日常环境中的暴力暴露同时调节了受欺负—相对剥夺感—青少年攻击这一中介过程的前后两条路径。因此，受欺负对青少年攻击的影响是有调节的中介效应。

关键词: 受欺负 相对剥夺感 日常环境中的暴力暴露 攻击 有调节的中介