Cognitive Bias And Emprovement Strategies Of School Bullying Among Middle School Students

School bullying affects students' happiness and socialization process,endangers the construction of a benign school ecology and the rapid development of the whole society,and scientifically and orderly promotes the prevention and control of school bullying without exploring the cognitive factors behind the actors.The middle school stage is the high incidence of school bullying,students' cognition of school bullying is related to the incidence of bullying behavior and subsequent trends,from the perspective of the participants-middle school students to study the problem of students' school bullying cognitive bias,which is conducive to a more objective and comprehensive review of the problem of middle school bullying,to provide a basis for the prevention and treatment of school bullying.This research consists of the following six chapters:Chapter One is the introduction,which clarifies the background of this study's topic selection,research significance,research purpose,research focus,innovation points,and research ideas and methods,and organizes and analyzes the research results at home and abroad.Chapter Two is the theoretical exposition of middle students' school bullying cognitive bias.The concepts of school bullying,school bullying cognition,and cognitive bias are clarified,and school bullying is discriminated from school violence and general peer fighting behavior;Developmental situation theory and social information processing theory are adopted as the theoretical basis of this research.Chapter Three is the survey of middle school students' school bullying cognition.The questionnaire and interview method were used to conduct the empirical investigation,and the case study method was used to show the basic status of middle school students' perceptions of bullying in school and the occurrence of bullying in school.The results found that: Middle school students' school bullying cognition were moderately high,but there were also problems of ambiguity and even bias in some aspects.Chapter Four outlines the specific representations of cognitive biases in school bullying among middle school students.Firstly,there are biases in conceptual cognition:Insufficient understanding of the repetitiveness,imbalance of rights,and intentional aggression of school bullying.Furthermore,there are misconceptions in the identification of behaviors: Confusing the boundary between verbal bullying and slapstick,rationalizing and justifying relational bullying.Last but not least,there are biases in attitudinal cognition: Exaggerating the personal benefits of school bullying,passively enduring school bullying.Chapter Five provides an in-depth analysis of the internal and external causes of cognitive biases among middle school students.Internal factors refer to the immature development of middle school students in terms of thinking,emotions,psychology and physiology,resulting in their low cognitive quality and level.External factors refer to the misconceptions of adolescents caused by the inadequacy of relevant laws and regulations,diversified social influences,one-sided school education,rough parenting at home and the negative influence of peer groups.Chapter Six is a strategy to improve the cognitive bias of bullying among middle school students.Individuals themselves cultivate correct values and improve their cognitive level.Meanwhile,they build a benign protective environment at the external level to cultivate correct cognition among middle school students,including sound laws and regulations,creating an anti-bullying atmosphere in society,improving the anti-bullying education network in schools,forming a correct parenting style,and exerting positive influence from peer groups.The conclusion briefly describes the research results,weaknesses in research,and prospects of future research,to make more exploration and progress in the research on school bullying cognition.