A Quasi-experimental Study On The Reduction Of Middle School Students Bullying By Growth Mindset Course

In recent years,with the high frequency of bullying incidents in China,school bullying has attracted the attention of all sectors of society.Middle school students are in their adolescence,which is also a critical period for the development of thinking.Individuals’ different ways of thinking lead to different perspectives on problems,which in turn affects the occurrence and development of school bullying.Growth mindset has attracted the attention of more and more researchers.Will the psychological health education course for growth mindset of middle school students reduce school bullying? In order to explore the intervention effect of the growth mindset courses,this study adopted the design of before-and-after test experiment,and selected two middle schools in Changyang County,Yichang City,Hubei Province: *** Town Central School(Experimental Group),*** Central School(Control Group)524 Participants,including 256 boys,268 girls,257 in seventh grade,and 267 in eighth grade.The experimental group was given 6 interventions in growth mindset courses,and the control group was not treated.Using growth mindset anxiety,intelligence,emotion,personality,bullying attitude scale,middle school students bullying scale,European Cyberbullying Intervention Project Questionnaire(ECIPQ),and Cybervictim Scale for Adolescents and Children(CSAC)to conduct pre-test and post-test for students in the experimental and control groups.The results are as follows:(1)There are significant gender differences in junior high school students’ bullying and growth mindset.Boys’ traditional bullying behavior is significantly higher than that of girls;boys and girls have significant differences in growth mindset in terms of anxiety,intelligence,emotions,and personality,and boys growth mindset is significantly higher than girls.(2)There are significant differences in grades among junior high school students on school bullying and growth mindset.The 8th grade traditional bullying behavior is significantly higher than the 7th grade;cyberbullying and cybevictim are also significantly different in grades,and the 8th grade students are more likely to become cyberbullys or cybervictims;There is a significant grade difference in the growth mindset of bullying attitudes,and the 7th grade is significantly higher than the 8th grade.(3)There is a significant positive correlation between growth mindset of anxiety,intelligence,emotion,personality,and bullying attitudes of junior high school students;Growth mindset of anxiety,intelligence,personality,and bullying attitudes are significantly negatively related to traditional bullying,traditional bullied,cyberbullying,and cybervictim.(4)Intervention courses improved the level of growth mindset of junior high school students.In terms of anxiety,intelligence,emotions,personality,and bullying attitudes growth mindset,intervention courses can improve the levels of seventh and eighth grade students,as well as boys and girls;It can have a positive impact on bully,victim,and bystander students,and it also have a positive impact on individuals with different growth mindset levels.(5)Intervention courses can effectively reduce school bullying among junior high school students.It can significantly reduce traditional bullying behaviors in seventh and eighth grades and can significantly reduce traditional bullied behaviors in eighth grade students;Intervention courses work better for boys,significantly reducing their traditional bullying and cybervictim behaviors.(6)Intervention courses had a positive impact on different bullying participants.Intervention courses can significantly reduce the traditional bullying behaviors of bullies;Intervention courses can significantly reduce the traditional and cyber bullied behaviors of victims;Intervention courses can significantly reduce traditional bullying and traditional bullied behaviors of bystanders;Intervention courses can significantly reduce the traditional bullying and traditional bullied behaviors of students with middle-growth mindset,and can significantly reduce the cyberbullying and cybervictim behaviors of students with low-growth mindset.