| Aims:Previous studies have found that the occurrence of students’ bullying is influenced by many factors,such as personal characteristics,family factors,peer factors and so on.However,the influence of teachers’ behaviors and school climate on students’bullying needs to be further discussed.This study aims to explore the gender differences in the influencing factors of teenagers’ bullying behavior;to explore the moderating effects of teachers’ praise/criticism and negative school climate on the bullying behavior among teenagers;and to test the reliability and validity of the revised multidimensional scale about bullying prevention.Methods:Study 1 used two-year follow-up data from the China Education Panel Survey(CEPS).A total of 9449 students(4937 boys and 4512 girls)were followed up from Grade 7 to Grade 8.The chi-square test was used to determine the gender distribution of bullying behavior;the chi-square test for trend,and independent sample t-test were used to compare the differences in other related bad behaviors of students with and without bullying vulnerable students during the past year;the logistic regression was used to analyze the moderating effects of teachers’ behaviors on students’ bullying behavior,and multilevel modeling was used to analyze the main effect and moderating effect of negative school climate on students’ bullying behavior.The interaction diagram was drawn after centralization.In Study 2,in order to measure bullying-related behaviors in more detail and assess the follow-up effects,the revised multidimensional scale about bullying prevention was applied to the investigation and practice among students’samples based on bullying-related scales at home and abroad,covering multiple roles,multiple contexts,and positive/negative attitude,confirmatory factor analysis(CFA)was used to test the validity of each dimension scale,and the coefficient of internal consistency(the standardized Cronbach’s α)was used to test the reliability.At the same time,in order to explore feasible intervention strategies for teacher behavior and group class climate to prevent bullying,improve students’ bullying prevention literacy and reduce their victimization of bullying,the teaching materials/teaching aids for bullying prevention intervention experiments have been further developed.WeChat mini-program E-book "Bullying Prevention" and the mobile and computer version of the game "Zero Bullying Campus" were applied to the teaching intervention in the virtual simulation course.Results:There were three times as many boys who had bullied vulnerable students as girls in the past year(p<0.001).Compared with the students who had never bullied vulnerable students,the students who had bullied vulnerable students were more likely to have behaviors such as cursing or saying swearwords,quarreling and fighting with others(all p<0.001);the higher the average score of misbehaviors and substance addiction behaviors(all p<0.001),suggesting that abovementioned externalizing/substance addictive behaviors may be risk signals of bullying.This study found that teacher praise and teacher criticism have different moderating effects on bullying behavior among boys and girls in different situations.At the same time,the school climate can affect the student’s ability of poor emotion control,which in turn affects the occurrence of bullying.That is,the more difficult it is for a student to control himself/herself,and the worse the school’s climate,the easier it is for the student to bully vulnerable students(p=0.013).It is found that the seven dimensions of the scale have generally passed the test of reliability and validity.The goodness-of-fit index and Cronbach’s a of some dimension scales are excellent,showing good reliability and validity.Conclusions:School as the main environment for children and adolescents’ social experience,and teachers as an important bridge between school and family,both of which play a vital role in students’ growth.This study suggests that through the standardized training of teachers,and combined with government or university intervention programs,to maximize the positive role of schools and teachers as"gatekeepers" in bullying,and improve the effectiveness of bullying prevention.Furthermore,it is necessary to be vigilant on the signals of teenagers’ bullying so as to curb the occurrence of bullying in a timely manner. |
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