Although multiple cross-sectional studies have supported moral disengagement and school climate being associated with bullying perpetration, few have examined how these 3 factors interact with each other over time. Guided by the social-ecological theory and social-cognitive theory, a multilevel approach was used to examine the longitudinal associations between students' moral disengagement and bullying perpetration and the moderating effect of students' perceptions of school climate in the longitudinal association across 18 months. The main effects of moral disengagement and perceived school climate and the effects of their interaction on bullying perpetration were explored at the between-person, within-person, and across between-person and within-person levels. Participants were 2,997 adolescents (Mage = 14.9 years, SD = 1.53; 49.7% male) from 6 secondary schools in Southwest China. At the between-person level, students with higher moral disengagement and more negative perceptions of school climate perpetrated more bullying than those with lower moral disengagement and more positive perceptions of school climate. At the within-person level, students with high moral disengagement and negative perceptions of school climate had high levels of bullying perpetration over time. Moreover, significant between-person, within-person, and cross-level interactions revealed that the association between moral disengagement and bullying perpetration was weaker and nonsignificant for students with more positive perceptions of school climate. Findings indicated a buffering effect of students' perceptions of positive school climate in the longitudinal association between moral disengagement and bullying perpetration. Implications for school-based individualized bullying intervention were discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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道德脱离接触和欺凌行为：对学校氛围的调节作用的纵向研究。

尽管有多个横断面研究支持道德脱离接触和学校氛围与欺凌行为有关，但很少有人研究这三个因素之间如何相互影响。在社会生态学理论和社会认知理论的指导下，采用多层次方法研究了学生在18个月的纵向联想中的道德脱离和欺凌行为之间的纵向关系以及学生对学校气候的感知的调节作用。在人与人之间，人与人之间以及人与人之间以及人与人之间的层次上探讨了道德脱离接触和学校氛围的主要影响及其相互作用对欺凌行为的影响。参加者为2,997名青少年（年龄= 14.9岁，SD = 1.53; 49。西南地区6所中学的男生占7％）。在人际关系层面上，道德参与度较高，对学校氛围的负面评价较高的学生比道德参与度较低，对学校氛围的较积极评价的学生更容易受到欺凌。在人际层面上，随着时间的流逝，品行高昂，对学校氛围的负面看法高的学生具有较高的欺凌行为。此外，人与人之间，人与人之间以及跨层级的重大交互作用表明，对于具有更积极的学校氛围感的学生，道德脱离接触与欺凌行为之间的关联较弱且不显着。调查结果表明，对学生的学习有缓冲作用。道德脱离与欺凌行为之间的纵向联系，对积极的学校氛围的看法。讨论了基于学校的个性化欺凌干预的含义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。