A Study On The Influencing Factors And Mechanisms Of School Bullying On Secondary School

School bullying transcends cultural and geographical boundaries,occurring universally in schools,with a higher prevalence during secondary school years.Given its significant social harm and potential for derivative criminal behavior,school bullying warrants attention within the field of criminology.The phenomenon of school bullying emerges from a complex,systemic interplay of factors.Previous studies have primarily focused on isolated risk factors or dimensions,lacking a holistic analytical framework.Furthermore,different forms of bullying exhibit distinct characteristics in terms of stress inducing factors and processes,yet current research fails to delve deeper into these typologies.Moreover,much of the existing research focuses on the correlation or linear relationship between causes and outcomes,neglecting the mechanisms and conditional factors influencing these processes.For these reasons,this study addresses three core questions: "Are there differences in stress risk factors among different types of bullying?","How do these stress risk factors influence school bullying,and do different types of bullying have distinct mechanisms?",and "What conditions affect these mechanisms?".Combining qualitative(network text analysis)and quantitative(questionnaire survey)research paradigms,this study proposes a "Differential Stress-Induction" model to explain school bullying within the local cultural context.The model comprises three specific mechanisms: "Differential Stress Induction," "Differential Social-Individual-Interaction" chain derivation,and "Stratified Containment." Utilizing survey data from secondary school students,this study examines the stress risk factors,cumulative stress effects,mediation effects,and moderation effects on school bullying.The findings provide targeted,practical prevention and intervention strategies for addressing general bullying behavior among secondary school students from individual,peer,family,and school perspectives.This study adopts a sequential exploratory strategy within a mixed-methods design.Initially,Python web crawler tools were employed to collect original text data from Sina Weibo between January 1,2022,and December 31,2022,using "school bullying" as the keyword.Nvivo 12 software was used for coding and analyzing the texts,extracting influencing factors,and constructing a theoretical model,resulting in five research hypotheses.Subsequently,based on the influencing factors identified through network text analysis and by referencing relevant domestic and international scales,a survey questionnaire was developed.A preliminary survey was conducted in six classes of a middle school in W City,Zhejiang Province,following the principle of convenience.Further,large-scale social surveys and assessments were carried out in12 middle schools across W City(Zhejiang Province),N City(Henan Province),and D City(Liaoning Province),collecting first-hand questionnaire data.SPSS 26.0,Amos 24.0,and Mplus8.0 were used for multiple linear regression analysis,main effects and mediation effects analysis,and moderation effects analysis on quantitative data from 10,273 secondary school students,verifying the research hypotheses and comprehensively revealing the influencing factors and mechanisms of school bullying.Qualitative findings:(1)School bullying manifests in four forms: verbal bullying,physical bullying,relational bullying,and cyberbullying;(2)Influencingfactors of school bullying include stress risk factors,emotional factors,group factors,and conditional factors;(3)Based on the logical relationships among influencing factors,the "Differential Stress-Induction" theory is constructed,encompassing three intrinsic mechanisms: "Differential Stress Induction," "Differential Social-Individual-Interaction" chain derivation,and "Stratified Containment."Quantitative findings:(1)Differences exist in stress risk factors among different types of bullying,validating the "Differential Stress Induction" mechanism;(2)Cumulative stress risk positively predicts school bullying;(3)Negative emotions and deviant peer association act as chain mediators in the relationship between cumulative stress risk and school bullying,with differing mediation mechanisms across bullying types,validating the "Differential SocialIndividual-Interaction" chain derivation mechanism;(4)Collectivism negatively moderates the positive impact of cumulative stress risk on negative emotions,deviant peer association,and school bullying;(5)Self-control negatively moderates the positive impact of deviant peer association and cumulative stress risk on school bullying,but positively moderates the positive impact of negative emotions on school bullying,partially validating the "Stratified Containment" mechanism.Based on the above findings,recommendations are made to improve the current state of school bullying from three aspects: eliminating stress inducers,interrupting the process,and mitigating behavioral outcomes.To eliminate stressinducers,focus on identifying differentiated risk factors,eliminating source induction effects,and assessing cumulative stress risks to establish a comprehensiveintervention system.To interrupt the process,pay attention to students’ emotional changes,enhance emotional regulation self-efficacy,and deviant peer association to weaken the "Identification-Imitation-Reinforcement" mechanism.To mitigate behavioral outcomes,promote collectivism to weaken stress induction effects,and improve selfcontrol levels to alleviate bullying consequences.Notably,high levels of self-control may backfire by overly suppressing the expression of negative emotions.Therefore,while fostering self-control,parents should also teach strategies for appropriately expressing,releasing,and regulating negative emotions.