The aim of this study was two-fold: to investigate the relationship between emotion regulation, dispositional mindfulness and bullying/victimization experiences at school, and to examine the mediating effects of internalizing and externalizing problems on this relationship. Self-reports measuring the above variables were completed by 444 adolescents (mean age 15.3) who attended high school in Cyprus. Data were collected at three points in time. Specifically, data were collected during the second week of October, 2018 (T1), the third week of January, 2019 (T2) and the first week of June, 2019 (T3). It was found that mindfulness at T1 had a significant negative effect on both internalizing and externalizing symptoms and through these variables, it had an indirect negative effect on both bullying and victimization at T3. Similarly, adaptive emotion regulation at T1 had an indirect effect on victimization, fully mediated by internalizing problems. In contrast, maladaptive emotion regulation had a positive, direct effect on both bullying and victimization.

本研究的目的有两个：调查情绪调节、性格正念和学校欺凌/受害经历之间的关系，并检查内化和外化问题对这种关系的中介作用。测量上述变量的自我报告由在塞浦路斯上高中的 444 名青少年（平均年龄 15.3 岁）完成。在三个时间点收集数据。具体而言，数据是在 2018 年 10 月的第二周（T1）、2019 年 1 月的第三周（T2）和 2019 年 6 月的第一周（T3）收集的。发现 T1 的正念对内化和外化症状都有显着的负面影响，通过这些变量，它对 T3 的欺凌和受害都有间接的负面影响。相似地，T1 的适应性情绪调节对受害有间接影响，完全由内化问题介导。相比之下，适应不良的情绪调节对欺凌和受害都有积极、直接的影响。