The Effect Of Class Environment On High School Students’ School Bullying Bystander’s Intervention Behavior

School bullying will bring many problems in different degrees of physical and psychological to the bullied.Severe cases even have the long-term personality problems and mental illness.In the investigation and research,it found that 81.4% of middle school students in my country have witnessed school bullying incidents.Bystanders who would like to intervene in school bullying incidents will prevent the further development to a large extent.But in real life,when facing school bullying,they can help in time and intervene in bullying behavior are very few.Previous studies by scholars on the bystander mainly focused on the classification of the role of the bystander and the exploration of the psychological mechanism that caused the indifference of the bystander,and there was little research on the impact of the real environment variables,and there was a lack of empirical research on the localization of bystander intervention in China.According to the micro-system theory in the ecosystem theory: individuals are most affected by the micro-environment in which they are directly contacted and involved,while the micro-environment that high school students are directly exposed to is mainly home and school.Therefore,the class environment may the one of the factors that affect high school students’ school bullying for the intervention of bystanders.According to the bystander’s five-step intervention theory model,the individual’s active bystander intervention requires a systematic assessment and judgment of the bullying incident,and the assessment and judgment are influenced by the moral disengagement and moral identity in the social cognitive theory.Therefore,moral disengagement and moral identity may be the intermediary variables that affect the classroom environment of high school students on school bullying bystanders’ intervention behavior.This study uses my class questionnaire,school bullying bystander intervention scale,adolescent moral disengagement questionnaire,and moral identity scale to assess the first and second grades of a high school in Shijiazhuang City and the first,second and third grades of a county in Handan City about the class environment of grade students and the intervention behavior of bystanders on campus.SPSS24.0 and Amos26.0 were used for data analysis to inspect the influence of environment on high school students’ school bullying bystander intervention and its intermediary mechanism.The conclusions of the study are as follows:(1)There are significant differences in the high school students’ class environment,school bullying bystander intervention,moral disengagement and moral identity in the place of origin;there are significant gender differences in the level of moral disengagement and moral identity of high school students;There are significant differences in the class environment whether they are in the family structure of an only child.(2)The class environment of high school students is significantly negatively correlated with the level of moral disengagement;the class environment is significantly positively correlated with moral identity;the class environment is significantly positively correlated with bystander intervention;moral disengagement is significantly negatively correlated with moral identity;moral disengagement is significantly correlated with Bystander intervention is significantly negatively correlated;moral identity and bystander intervention are significantly positively correlated.(3)The class environment of high school students significantly positively predicts the level of bystander intervention among high school students.(4)Moral disengagement and moral identity play an intermediary role in the relationship between the classroom environment and the intervention of bystanders on school bullying.(5)Moral disengagement and moral identity play a chain-like intermediary role in the relationship between the class environment and the intervention of high school students bystanders.