作者：魏希聖、沈瓊桃、華筱玲、馮瑞鶯、謝意苹、黃菁瑜
題目：Is social intelligence eroded by peer aggression? Longitudinal evidence on the impact of bullying victimization

摘要：Social intelligence (SI) is often viewed as a stable trait that helps adolescents navigate peer relationships and avoid bullying. However, limited empirical attention has been given to the possibility that SI development may be shaped by such experiences. This longitudinal study explores how verbal bullying victimization affects the development of SI among Taiwanese adolescents using data from 1915 students tracked across three waves (2014, 2016, 2018), starting in fourth grade (ages 10–11). SI was measured using the Tromsø Social Intelligence Scale, which assesses three domains: social skills, social awareness, and social information processing. Latent Growth Curve Modeling was applied to estimate developmental trajectories and examine how verbal bullying predicted changes over time. Results showed that verbal bullying significantly predicted both lower initial levels and slower growth in social awareness and social information processing, but had no significant impact on social skills. These findings challenge the traditional notion of SI as a fixed protective factor, indicating instead that bullying may hinder adolescents' ability to perceive, interpret, and respond effectively to social interactions. Targeted service should be given to supporting the social development of marginalized students to mitigate the adverse effects of peer victimization.

主要發現：遭受較多言語霸凌的學生，在「社會覺察」（對情境與他人感受的敏感度）與「社會訊息處理」（解讀他人意圖的能力）兩方面的社會智力，在小學四年級時表現較差，且從小四至國二期間的成長速度也較慢。

全文下載：https://doi.org/10.1016/j.paid.2025.113570