| School is an important environment for students to grow.The acquisition of knowledge,the cultivation of character,and the formation of personality are all closely related and inseparable.It is such a place that occupies most of the student’s life time.If students are not given a good learning experience,a positive attitude towards life,and a joyful dating experience,they are suppressed,excluded,insulted,and feel at all times.Fear,humiliation,resentment.This will be a great disaster for the individual’s growth,but will also have a great impact on their lives.Therefore,to create a good campus environment and its importance,it is of great practical significance to understand the manner and status of bullying in the campus.At present,most of the researchers’ researches on campus bullying behaviors believe that campus bullying behavior is different from aggressive behavior and violent behavior.It is fixed in the bullying target and there is an imbalance in power(Mainly manifested as bullying and bullying).This study defines campus bullying behavior as the deliberate or continuous physical or psychological attack of individuals or groups on campus and around the campus,resulting in physical,psychological,social adaptation,etc.s damageIn this study,based on a review of Chinese and foreign literature and the operational definition of campus bullying behaviors,an open questionnaire was issued to refer to questionnaires on campus bullying behaviors to construct physical bullying,speech bullying,relationship bullying,and shifting to bullying.In the five dimensions of cyberbullying,a preliminary survey questionnaire on the bullying behavior of middle school students was compiled.The preliminary survey questionnaire surveyed 320 middle school students,conducted project analysis and exploratory analysis,formed a retest questionnaire,retested the questionnaire and surveyed 500 middle school students,once again carried out project analysis and exploratory factor analysis to form a formal questionnaire,formal questionnaires consisted of 21 Topics,five dimensions make up.Using a formal questionnaire to survey 1,000 middle school students,the alpha coefficient of internal consistency was 0.88,and the test-retest reliability was 0.83.Correlation matrix and confirmatory factor analysis indicate that the structure of the questionnaire is consistent with the basic requirements for scale preparation.The content validity indicates that the item design is excellent,and has good convergence validity and discriminant validity,indicating that the questionnaire has a good reliability and validity.This study explored the status,characteristics and influencing factors of campus bullying behavior of middle school students in the context of a self-designed questionnaire.The results are as follows:(1)The bullying behavior of middle school students in the middle school student population is generally low;the middle school students’ bullying behavior has significant gender differences,which shows that boys are significantly higher than girls in all dimensions and total scores;There is no difference in the behavior of students in the field of origin,whether they are the only child and the type of stay.There is a significant difference in grades of middle school students’ bullying behavior,which shows that the lower grade is significantly higher than the upper grade,and the first and second grade students are the most obvious.(2)There is a significant positive correlation between the various dimensions and total scores of middle school students’ bullying behavior and moral evasion,and there is a significant negative correlation between each dimension and total score of empathy;moral evasion and negative correlation between imagination and empathic concern in empathy scale.(3)Moral evasion plays a role of intermediation between empathy and campus bullying.The mediating effect accounts for 38.71% of the total effect. |
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