Bullying involvement tends to bring about greater mental health problems among school-aged youths, and research suggests that empathy and attachment may play crucial roles in mitigating these adverse consequences. However, little is known about how different types of bullying involvement continue to contribute to mental health in higher education. This study fills the knowledge gap by examining how empathy and attachment moderate the relationship between the patterns of bullying involvement and depressive and anxiety symptoms among Singaporean university students. A total of 835 students (aged 21–24) from a public university completed an online survey. Using latent class analysis, a four-class typology was uncovered, consisting of high/multiple bully–victims, cyberbully–victims, relational and verbal victims, and persons uninvolved in bullying involvement. Multiple regression analyses showed that high/multiple bully–victims, cyberbully–victims, and relational and verbal victims tended to experience elevated depressive or anxiety symptoms compared to those who were uninvolved. Two 2-way interactions involving empathy and attachment were found: Compared to the uninvolved, being high/multiple bully–victims and having low empathy were associated with greater anxiety symptoms, and being cyberbully–victims with poor peer attachment was linked to greater anxiety symptoms. These differences in anxiety between the uninvolved and high/multiple and cyberbully–victims were non-significant at medium and high levels of empathy and at high levels of peer attachment, respectively. In order to improve the mental health of school-aged youths, practitioners should employ not only specific bullying prevention–intervention programs but also empathy- and peer-based programs.

欺凌行为往往会给学龄青年带来更多的心理健康问题，研究表明，同情和依恋在减轻这些不良后果方面可能起关键作用。但是，人们对不同类型的欺凌行为如何继续促进高等教育的心理健康知之甚少。这项研究通过研究同情和依恋如何缓和新加坡大学生的欺凌参与模式与抑郁和焦虑症状之间的关系，填补了知识空白。一所公立大学的835名学生（21至24岁）完成了在线调查。使用潜在类别分析，发现了四类类型，包括高/多个欺负受害者，网络欺凌受害者，关系和言语受害者，和不参与欺凌行为的人。多元回归分析表明，与那些不参与的人相比，高/多个欺凌受害者，网络欺凌受害者以及关系和言语受害者往往会出现较高的抑郁或焦虑症状。发现了两个涉及共情和依恋的两向互动：与未参与的相比，多/多欺负受害者和共情程度低与更大的焦虑症状相关，而网络欺凌-同伴依恋差的受害者与更大的焦虑症状相关。在中，高同情水平和同伴依恋水平较高的情况下，未参与的参与者与高/多和网络欺凌受害者之间的焦虑差异并不显着。为了改善学龄青年的心理健康，