Dataset used for analyses in present study.

Few empirical studies have specifically examined the underlying mechanisms of the "healthy context paradox" in Chinese cultural context. By constructing a moderated mediation model, the present study investigated the relationship between bullying victimization and academic adjustment, as well as the mediating effects of subjective well-being and the moderating role of classroom-level victimization. A sample of 631 adolescents (Mage = 13.75, SD = 0.74, 318 boys) were recruited from four schools in Hubei, Southern China. Results show that: (1) classroom-level victimization moderates the relationship between bullying victimization and academic adjustment. (2) Classroom-level victimization moderates the association through subjective well-being. This study confirms the healthy context paradox of bullying victimization and first reveals the mechanism of the mediating role of subjective well-being. Understanding the mechanisms that contribute to the health context paradox is crucial for developing targeted intervention strategies for individuals who experience ongoing bullying.

鲜有实证研究专门探讨中国文化语境下“健康情境悖论（healthy context paradox）”的内在作用机制。本研究通过构建有调节的中介模型（moderated mediation model），考察了欺凌受害（bullying victimization）与学业适应（academic adjustment）之间的关联，同时探讨了主观幸福感（subjective well-being）的中介效应以及班级层面欺凌受害（classroom-level victimization）的调节作用。本研究从中国南方湖北省的四所学校招募了631名青少年作为研究被试（平均年龄13.75岁，标准差0.74，其中男生318名）。研究结果显示：（1）班级层面欺凌受害对欺凌受害与学业适应之间的关联具有调节作用；（2）班级层面欺凌受害通过主观幸福感发挥调节效应。本研究验证了欺凌受害的健康情境悖论，并首次揭示了主观幸福感的中介作用机制。厘清健康情境悖论的作用机制，对于为持续遭受欺凌的个体制定针对性干预策略具有重要意义。