The Influence Factors Of Middle School Sutdents’ Bullying

School bullying has been a crucial social problem that influences children and teenagers in the whole world. And it has become a popular phenomenon for middle school students to get bullied in school. There are a lot of studies both at home and abroad, but most of them put their focus on the bullies in the bullying behaviors. This study focuses on the victims in the bullying behaviors. Because plenty of studies have shown that bullying behaviors not only influence middle school students’current study, interpersonal relationships and adaptation to school, but also the development of their emotion and personality. This study has two goals:one is to discuss how the school variable predicts the bullied behaviors and how much it can explain it while controlling the personal factors’influences on them; the other is to discuss how the school variable influences the relationship between personal variable and bullied behaviors. Knowing the substance of bullying can provide theoretical basis for intervention study of bullying behaviors, thus creating a favorable environment for students’physical and mental development.This study use Middle school students’school life experience scale to make a survey in31middle schools from Zhejiang, Shanghai, Jiangxi. Student variable includes four dimensions:communication quality, positive resolution of interpersonal conflict, negative resolution of interpersonal conflict and teacher treatment. School variable includes four dimensions:student-teacher ratio, class size, bullying atmosphere of school and communication atmosphere of school. We use hierarchical linear model (HLM) to handle the relationship between bullied behaviors and student variable and school variable, in which student variable is the first level and school is the second level. HLM can analyze the moderating effect of school on the relationship between student variable and bullied behaviors effectively and explanation rate on bullied behaviors of different variables. Through the analysis, we conclude as follows: (1) Upon examination, the scale we used in the study has good reliability and validity in all its subscales.(2) The incidence of bullying behaviors in middle school is11%, which is consistent with previous studies.(3) There is a significant difference in gender, grade, absenteeism, academic achievement and social economic status on bullied behaviors in middle school.(4) While controlling the student variable, school nature, school category, teacher treatment and school location have different prediction effects on bullied behaviors. School nature has the highest explanation rate as26.97%; explanation rate of school category and school location are7.30%and19.68%respectively.(5) In the student’s level, positive resolution of interpersonal conflict, teacher treatment and communication quality significantly predict negative bullied behaviors, while negative resolution of interpersonal conflict has significant positive effect on bullied behaviors.(6) Bullying atmosphere in school has significant positive prediction effect on the mean difference of bullied behaviors in middle schools. That is, the stronger the bullying atmosphere the higher mean of bullied behaviors. However there are no significant differences of student comparison, class size and communication quality on mean of bullied behaviors.(7) Student comparison weakens the negative relationship between positive resolution of interpersonal conflict and bullied behaviors, while communication quality strengthens that relationship. That is, the smaller student comparison the stronger negative effect of positive resolution of interpersonal conflict on bullied behaviors; on the contrary, the higher communication quality the stronger negative effect of positive resolution of interpersonal conflict on bullied behaviors. Besides, class size and bullying atmosphere both strengthen the positive relationship between negative resolution of interpersonal conflict and bullied behaviors.