The Effect Of Parent-child Attachment On Bystander Protective Behavior Of Junior High School Bullying:Understanding The Chain Mediating Role Of Social Support And Moral Identity

In recent years,the frequent occurrence of school bullying has attracted wide attention.School bullying will not only cause physical and mental health damage to the bullied,but also have a negative impact on the interpersonal relationship and social adaptation of the bully.Junior high school students are in the early stage of adolescence,with sensitive interpersonal relationships and a strong desire to seek common sense.When cognitive differences occur,they will instinctively reject differences,resulting in a more serious phenomenon of campus bullying among junior high school students.Bystanders are usually present when school bullying occurs,and the protective behaviors made by bystanders can effectively stop the development of school bullying.Therefore,studying the protective behaviors of school bullying bystanders is conducive to reducing the occurrence of bullying incidents.Aiming at the phenomenon of school bullying in junior high school students,this study explores the effect of parent-child attachment on the protective behavior of school bullying bystanders in junior high school students and the internal influence mechanism between the two from the perspective of bystanders,in order to expand the research vision of school bullying,and provide theoretical basis and practical reference for preventing and controlling the occurrence of school bullying and effective intervention.In this study,the Bystander Behavior Scale,Parent-Child Attachment Scale,Perceptive Social Support Scale and Moral Identity Scale were used as research tools to conduct a questionnaire survey on 1272 junior high school students in Guangxi.The results are as follows:(1)The overall level of bystander protection behavior of junior high school students is higher,the total score and dimension of parent-child attachment are above the medium level,and the mother-child attachment is higher than the father-child attachment level.The overall level of junior high school students’ understanding of social support and moral identity is above the average level.(2)In terms of gender differences,junior high school students have significant differences in parent-child attachment and its dimensions,and junior high school students have no significant differences in bystander protection behavior and understanding of social support and moral identity;In terms of whether they are class leaders,junior high school students have significant differences in bystander protection behavior,understanding of social support and moral identity,while junior high school students have no significant differences in parent-child attachment and its dimensions.In terms of grade differences,junior high school students have significant differences in bystander protection behavior,parent-child attachment and its dimensions and understanding of social support,while junior high school students have no significant differences in moral identity.(3)Parent-child attachment and its dimensions,perceptive social support,moral identity and bystander protection of school bullying were significantly positively correlated.(4)We understand that social support plays a completely mediating role in the effects of parent-child attachment and mother-child attachment on the protective behavior of bystanders in junior high school bullying.Moral identity plays a completely mediating role in the influence of parent-child attachment on bystander protective behavior of junior high school students,but there is no mediating role in the influence of parent-child attachment on bystander protective behavior of junior high school students.We understand that social support and moral identity play a chain mediating role in the effects of mother-child attachment/father-son attachment on bystander protection behavior of junior high school students.Based on the above research results,this study puts forward the following suggestions:(1)pay attention to the student bystander group and establish the protection mechanism of campus bullying;(2)Enhance the positive interaction with children and improve the level of parentchild attachment;(3)Exercise students’ comprehension support ability and improve students’ comprehension support level;(4)Actively carry out ideological and moral guidance to improve students’ moral cognition;(5)Promote bystander protection and reduce campus bullying.