| Research background: Recently,school bullying incidents occurred frequently,endangering the development of students physically and mentally.Primary school students in grades 4-6 are in the early stages of adolescence,and their unintentional disturbing behaviors might turn into intentional bullying behavior.Previous studies have found that teachers’ supportive behaviors to students can make students avoid or reduce the harm of bullying,and students’ moral disengagement is an important factor affecting the rate of school bullying.School bullying prevention programs supported by courses can effectively reduce the rate of bullying.Therefore,Exploring the relationship between teachers’ support and school bullying and to design a series of school bullying prevention courses based on teachers’ support are of great significance to solving the problem of school bullying.Research purposes: To explore the current situation of teachers’ support perceived by students in grades 4-6;To explore the impact of teachers’ support perceived by students of grades 4-6 on school bullying;To explore the role of moral disengagement in the relationship between teachers’ support and school bullying;To design a series of school bullying prevention courses based on teachers’ support;To evaluate the effect of the courses through the pre-test,immediate post-test and delayed post-test design of experimental group and control group.Research 1 The relationship between perceived teacher’s support and school bullying among primary school students in grades 4-6: the mediating effect of moral disengagementResearch Objective: To explore the current situation of teachers’ support perceived by students in grades 4-6;To explore the impact of teachers’ support perceived by students of grades 4-6 on school bullying;To explore the role of moral disengagement in the relationship between teachers’ support and school bullying among primary school students in grades 4-6.Research object: A convenience sampling method was used to select 999 students in grades 4-6 in a coastal city in Shandong Province.Research Methods: The self-compiled teacher’s Support Questionnaire in Grades 4-6 in Primary Schools,Olweus Bullying/Bullyed Questionnaire,Moral Disengagement Scale.Research Results:1.There is no significant difference in gender variables in the perceived teacher’s support of primary school students in grades 4-6.There were significant differences in grade variables and perceived teacher’s support types among students in grades 4-6.In terms of grade variables,the perceived cognitive support,autonomous support and emotional support of primary school students in grades 4-6 showed an upward trend with the increase of grades.Among them,the cognitive support perceived by the fifthgrade students was significantly higher than that of the fourth-grade students;the cognitive support,autonomous support and emotional support perceived by the sixthgrade students were significantly higher than those of the fourth-grade students;the perceived autonomous support of the sixth-grade students was significantly higher in fifth grade students.In terms of perceived teacher’s support types,the perceived emotional support of primary school students in grades 4-6 was significantly higher than cognitive support;the perceived teacher’s cognitive support of primary school students in grades 4-6 was significantly higher than that of autonomous support.2.The school bullying behavior of primary school students in grades 4-6 has significant differences in gender variables,grade variables and types of school bullying.In terms of gender variables,boys were significantly more likely than girls to engage in verbal bullying and experience physical bullying.In terms of grade variables,fifthgrade students were significantly more likely to engage in and experience verbal bullying than fourth-grade students.In terms of the types of school bullying,students in grades 4-6 of primary school made significantly more verbal bullying than relational bullying and physical bullying;students in grades 4-6 of primary school made significantly more relational bullying than physical bullying.Primary school students in grades 4-6 suffered significantly more verbal bullying than relational bullying and physical bullying,and primary school students in grades 4-6 suffered significantly more relational bullying than physical bullying.3.There are significant differences in perceived cognitive support,autonomous support and emotional support among students with different types of bullying involvement.Among them,the perceived cognitive support,autonomous support and emotional support of the bullied were significantly lower than those of the students who were not involved in the bullying incident;the perceived cognitive support of the bully was significantly lower than that of the students who were not involved in the bullying incident;The perceived cognitive support,autonomous support and emotional support of the bullies were significantly lower than those of the students who were not involved in the bullying incident;the perceived cognitive support and emotional support of the bullied were significantly higher than those of the bullied/bullied students.4.Teachers’ support perceived by students in grades 4-6 of primary school was significantly negatively related to bullyed behaviors;teacher’s support perceived by students in grades 4-6 of primary school was significantly negatively related to being bully behaviors,Moral disengagement partially mediates between teacher’s support and bullying behaviors.Research 2 Research on the development of school bullying prevention course for grades 4-6 based on teacher’s supportBased on the current situation of teacher’s support perceived by students,the relationship between teacher’s support perceived by students and moral engagement and school bullying,9 school bullying prevention courses based on teacher’s support were developed.The course is divided into three parts,including understanding bullying,preventing bullying and dealing with bullying.Each section reduces the incidence of school bullying by increasing teacher’s support and improving students’ moral disengagement.In the recognizing bullying section,teachers are required to apply cognitive support,autonomous support and emotional support to the course,improve cognitive restructuring in students’ moral disengagement,blame/dehumanize the victim,make students understand the concept of school bullying,and recognize the dangers of school bullying.In the bullying prevention section,through case analysis,video introduction,brainstorming,etc.,students’ perceived cognitive support,selfdetermination support and emotional support are increased,and cognitive restructuring under the dimension of moral disengagement,blaming/dehumanizing victims,and distortion of negative consequences.In dealing with bullying,from the perspective of the victims,bully and bystanders,teachers increase teachers’ cognitive support,autonomous support and emotional support through brainstorming,case analysis,etc.,and improve students’ cognitive restructuring,blaming/dehumanizing victims and negative consequences of distortion.Research 3 Research on the effectiveness of school bullying prevention courses for grades 4-6 based on teacher’s supportResearch Objective: To evaluate the effect of the courses through the pre-test,immediate post-test and delayed post-test design of experimental group and control group.Research object: Five classes from grades 4 to 6 in a primary school in a coastal city in Shandong Province were randomly selected as the experimental group,and five classes from grades 4 to 6 of the school were randomly selected as the control group.Research Methods: The experimental group-control group,pre-intervention testimmediate post-test-delayed post-test comparative experimental study was used,and the students in the experimental group were given a course intervention of 9 lessons,while the control group received the same number of routine psychological courses as the experimental group.Research Results:1.Before the implementation of the school bullying prevention course based on teacher’s support,there was no significant difference between the experimental group and the control group in bullying and being bullying.2.After the implementation of the school bullying prevention course based on teacher’s support,the experimental group had better effects on verbal bullying,suffer verbal bullying,suffer relational bullying and suffer physical bullying compared with the control group.In terms of verbal bullying,the number of verbal bullying in the experimental group was lower than that in the control group in both immediate posttest and delayed post-test.The number of verbal bullying in the experimental group was significantly lower than that in the pre-test in the immediate post-test and the delayed post-test,and there was no significant difference in the number of verbal bullying in the control group at three measurement points.In terms of being verbal bullyed,the frequency of suffer verbal bullying in the experimental group was significantly lower than that in the control group in immediate post-test and delayed post-test.In terms of being relationship bullyed,the number of being relationship bullyed in the experimental group was significantly lower than that in the control group in immediate post-test and delayed post-test.The number of times of being relationship bullyed in the experimental group was significantly lower than that in the pre-test in the immediate post-test and the delayed post-test,and there was no significant difference in the number of being relationship bullyed in the control group in the three measurements.In terms of being physical bullyed,the number of being physical bullyed in the experimental group was lower than that in the control group in the delayed post-test.Research Conclusions:1.The teachers’ support perceived by students in grades 4-6 in primary schools increases with the increase of grades.2.Gender and grade are significantly related to bullying and being bullying of primary school 4-6 students.Boys were significantly more likely to be verbally bully and be physically bully than girls,and fifth-grade students were significantly more likely than fourth-grade students to verbal bullying and being verbal bullying.3.Teachers’ support perceived by students in grades 4-6 of primary school was significantly negatively related to bullyed behaviors;teacher’s support perceived by students in grades 4-6 of primary school was significantly negatively related to being bully behaviors,Moral disengagement partially mediates between teacher’s support and bullying behaviors.4.The implementation of school bullying prevention courses based on teachers’ support can effectively reduce the rate of verbal bullying,being verbal bullyed,being relational bullyed and being physical bullyed among primary school students in grades 4-6.5.In the school bullying prevention courses for grades 4-6 of primary school,increasing teachers’ support perceived by students and improving students’ moral disengagement can effectively reduce the rate of school bullying. |
