Middle School Students’ Traditional Bullying, Cyberbullying And Their Relationship With Self-esteem

Traditional bullying refers to that the stronger party (individual or group)repeatedly consciously commits negative acts intending to cause injury to therelatively weak party. There are three types of traditional bullying:(1)the traditionalphysical bullying, such as hitting, kicking and pushing;(2)the traditional verbalbullying, such as cursing, mocking and name-calling;(3)the bullying throughrelationship, that is, psychological bullying through relationship, such as rumorspreading, ill speaking of others and social isolation. Cyber-bullying is an extensionof traditional bullying, and refers to individual or group repeatedly consciouslycommits negative acts intending to cause injury to the individuals who cannot protectthemselves by use of information and communication technology. It has three types:(1)the cyber verbal bullying, such as abusing on the forum and sending negativemessages in instant chatting;(2)the cyber relationship bullying, such as spreadingrumors through internet and squeezing someone out of online games;(3)the cyberrights and interests bullying, such as stealing online identity and peep at chattingrecords.This study, taking middle school students as the subject, makes “The MiddleSchool Students’ Traditional Bullying and Being Bullied Behavior Scale” and “TheMiddle School Students’ Cyber-bullying and Being Bullied Behavior Scale”, inspectsthe general characteristics of middle school students’ traditional bullying andcyber-bullying and explores the relationship between cyber-bullying and traditionalbullying’ s influence on self-esteem. The research’s result shows that:(1)the self-made“The Middle School Students’ Traditional Bullying and Being Bullied BehaviorScale” is constituted by three dimensions of traditional body bullying, traditionallanguage bullying and traditional relationship bullying and the self-made “The MiddleSchool Students’ Cyber Bullying and Being Bullied Behavior Scale” is constituted bythree dimensions of cyber language bullying, cyber relationship bullying and cyberrights and interests bullying. The two scales have high reliability and validity, and theprocess of making the scales meets the demand of psychometrics.(2)the bullying role in the group of middle school students is in a certain proportion, and thecyber-bullying victims are obviously more than other bullying role; There aresignificant gender distinctions on whether boys or girls are more often involved inbullying. The boys suffering traditional bullying are much more than girls. Middleschool students suffering cyber rights and interests, cyber bullying and cyber verbalbullying present an increasing trend with the increase of grade.(3)the same middleschool student may play different bullying roles; Four variables of being traditionallybullied, the traditional bullying, being cyber-bullied and the cyber-bullying presenttwo significant positive correlation; Being traditionally bullied and the traditionalbullying can significantly positively predict being cyber-bullied, and the traditionalbullying can significantly positively predict cyber-bullying.(4)the level of self-esteemis significantly related to whether to get involved in the traditional bullying and thecyber-bullying; Being traditionally bullied, being cyber-bullied, traditional bullying,cyber-bullying and self-esteem present significant negative correlation; Middle schoolstudents suffering the traditional bullying cyber-bullying and committing traditionalbullying have influence on lowering the self-esteem level.