The Effect Of Growing Mindset Training On Cyberbullying Intervention Of Junior School Students

The definition of cyberbullying is: An aggressive,intentional act carried out by a group or individual,using electronic forms of contact,repeatedly and over time against a victim who cannot easily defend him or herself.Adolescents who have experienced cyberbullying are prone to a range of emotional and behavioral problems,including suicidal thoughts and behaviors,and these negative effects may persist in individuals for a long time.The junior high school stage is a high incidence of cyberbullying.With the rapid development of network technology,cyberbullying is emerging in an endless stream.Strategies to curb cyberbullying need to be developed and improved.The problem of cyberbullying needs to be solved.In numerous intervention cyberbullying from bullying behaviors more in the scheme of intervention effect also is uneven,and studies show that thinking style and problem behaviors,dialectical thinking can reduce aggression,growth and can significantly reduced individual hostile attribution,and reduce the aggressive behavior.At the same time,junior school is the key period to develop thinking which could shaped before getting mature.Therefore,this study applies growth mindset to the field of cyberbullying,we want to design a new way to prevent cyberbulling among junior school students.This study adopts the pre-posttest quasi-experimental research method,and selects the students of grade seven and grade eight in two schools as the research object.The two schools are both experimental groups,and both schools will be intervented.One of the schools is the growth mindset course training group,which provides students with growth mindset course training.Another school,the bullying self-report training group,asked students to report their bullying in writing.The intervention lasted six weeks.The study used the bullying concept scale,growth mindset scale,cyberbullying scale,cyberbullied scale,cyberbullying attitude scale and grit scale to measure,and compared the intervention effects of different intervene programs in the two groups.Finally,reasonable Suggestions were put forward.After data analysis,the study comes to the following conclusions:(1)There are significant differences of growth mindest among grade,gender,achievement and parental relationship.(2)There is no significant difference among grade of cyberbullying,but there are significant difference in gender,achievement and parental relationship.(3)There are no significant difference among grade,gender and achievement of cyberbullied,and there is significant difference in parental relationship.(4)There are no significant difference of cyberbullying attitude among grade,gender,achievement and parental relationship.(5)There are significant differences of grit among grade,gender,achievement and parental relationship.(6)Both the growth mindset course training group and the bullying self-reporting training group can improve the growth mindset ability,but the effect is better in the growth mindset course training group than in the bullying self-reporting training group.(7)Both the growth mindset course training group and the bullying self-reporting training group can reduce cyberbullying and cyberbullied behavior in the growth mindset course training group and the self-reporting bullying incident group,but the effect is better in the self-reporting bullying incident group than in the growth mindser course training group.(8)The intervention program had a negative effect on cyberbullying attitude in the growth mindset course training group,while there is no significant change in the self-report bullying incident training group.(9)Both the growth mindset course training group and the bullying self-reporting training group can improved the grit,but the effect is better in the growth mindset course training group than in the self-reporting bullying incident training group.