The Influence Of Campus Atmosphere On Bullying Victimization Of Junior Middle School Students

The current high incidence of bullying in schools is causing widespread concern in the community,which has aroused widespread concern in the society.It is of great practical significance to discuss the occurrence of school bullying incidents and the risk factors and protective factors of the injuries caused to the bullied students.Based on social cognition theory and social ecosystem theory,this paper explores the influence of school climate on bullying victimization of junior high school students,and the moderating role of gender in the relationship between school climate and bullying victimization.Independent variables are five dimensions: campus atmosphere,teacher-student relationship,student-student relationship,clarity of expectation,and fairness of rules;dependent variables are five dimensions: bullying victimization,physical victimization,relationship victimization,physical victimization,and network victimization.This study used the Bullying Victimization Scale and the Campus Atmosphere Scale to conduct a questionnaire survey among 1005 students from Grade One and Grade Two in three ordinary middle schools in Chengdu.The findings are as follows:First,There were significant gender differences in victimisation and school climate among secondary school students,with boys being more affected by bullying than girls and girls perceiving school climate better than boys;there were significant differences in victimisation from bullying by grade,with Grade 7 being more affected by bullying compared to Grade 8.Second,Junior high school students’ perception of school climate had a significant negative predictive effect on bullying victimization.In other words,the better the students’ perception of school climate,the lower their level of bullying victimization.Furthermore,when the effects of specific aspects of school climate on bullying-related damage were examined,teacher-student and student-student relationships showed a significant negative predictive effect on bullying-related damage,and clarity of expectations showed a significant positive predictive effect on bullying-related damage.Furthermore,when the effects of specific aspects of school climate on specific aspects of bullying-related harm were examined,the student-teacher relationship had a significant negative predictive effect on verbal harm,and clarity of expectations had a significant positive predictive effect on verbal harm.Student-teacher and student-student relationships had a significant negative predictive effect on relationship harm,and expected clarity had a significant positive predictive effect on harm.Student-teacher relationships and student-student relationships had a significant negative predictive effect on physical harm,expected clarity had a significant positive predictive effect on physical harm,and rule fairness had a significant negative predictive effect on network harm.Translated with www.Deep L.com/Translator（free version）Third,The results showed that gender played a moderating role in the impact of teacher-student relationship on physical victimization.Compared with girls,the teacher-student relationship had a greater negative impact on the physical victimization of boys.The moderating effect of gender on other dimensions of campus atmosphere and different dimensions of bullying victimization was not significant.The findings of this study have important implications for social work practice in schools.This is because creating a positive school environment through a variety of interventions can reduce the incidence of bullying in schools and thereby reduce the exposure of secondary school students to bullying in schools.