Multilevel Analysis Of Variables-Individual Features And School-On Middle School Students’ Bullyind

In the middle school, bullying act is an universal phenomenon.The previous researchers have done a lot of research on it, but most of the study mainly focused on the bullying act and implementers.This study will focus on the Victim. Many studies show that bullying act does harm to the physical and mental health of many middle school students, which makes some students have difficulties and problems in learning, adaptation, association, emotion, and personality etc. On the basis of previous research, this study tries to explore the relationship between the individual student and bullied act, the school and bullying act so as to get a deep understanding about the factors that affect bullying act. Besides, this study also wants to find the essence of bullying act from the theoretical angle and offer some basis for improving students’ psychological quality, controlling and eliminating bullying acts in schools in practice. At the same time, it can combine the current quality-education and help create a good living and learning environment for the healthy development of students.This study made a questionnaire survey of students in31middle schools in Zhejiang, Shanghai and Jiangxi province using Middle School Student Bullying Scale, Interpersonal Communication Scale and Interpersonal Conflict Resolution Strategy Scale. Hierarchical Linear analysis is used mainly in handling the relationship between students’ individual variables (parenting style, parental educational level, status of interpersonal communication, conflict resolution strategies) and bullied acts; school-factors variables (school size, school properties, school geographical) and bullied acts. The second floor of a linear model was built, Students’ individual variables were considered as the first level and school variables as the second level. Furthermore, this analysis method also can effectively analyze how the school variables adjust the relationship between the bullied and individual variables.After analysis of the findings, this study has got the following conclusions:(1) These scales----Middle School Student Bullying Scale, Interpersonal Communication Scale and Interpersonal Conflict Resolution Strategy Scale-----have good reliability, validity as research tools through tests.(2) As for middle school students, the relationship bullied was22.1%, the verbal bullied was31.1%, and the physical bullied was22.9%.(3) For the bullying acts of middle school students, there are significant differences in the following aspects such as gender, grade, parental occupation, parental education, truancy situation, the academic side etc.(4) The student level:some factors have significant negative predictions such as strategies of interpersonal communication and conflict resolution. But parenting ways have significant positive effects on bullied acts.(5) The school level:school geographical position have a significant positive prediction about the school mean difference of bullied acts. That’s to say, township’s schools have higher average scores than urban schools.School size and school properties had no significance prediction function on school mean difference of bullied acts.(6) school-level variables:school size had significance moderating effect on the relationship between intrapersonal conflict solution strategies and bullied. School size can weaken the negative prediction function between bullied and intrapersonal conflict solution strategies, that is to say, the smaller the scale of a school, the stronger the negative prediction function of the intrapersonal conflict solution strategies to bullied. School properties and school geographical had no significance moderating effect on the relationship between bullied and individual variables.