A Study On The Relationship Between School Belonging And Bullying Behavior In Rural Junior Middle School Students

This study adopted the children's bullying questionnaire of Zhang Wenxin,a professor at Shandong Normal University,and Xu Kunying's middle school students' school belonging questionnaire.A questionnaire survey was conducted on 582 junior middle school students in 3 in rural junior middle schools in Changning County of Yunnan Province to explore the relationships between rural junior high school students' school belonging and bullying based on the above two questionnaire methods.Conclusions are as follows:(1)Rural junior high school students have a strong sense of belonging to the school.But there were significant differences in grades,gender,school record,relationships with students,and relationships with teachers.On the contrary,there are no significant differences among ethnic groups,class cadres,only children and left behind children.(2)Bullying in rural junior high schools is very serious,and bullies account for 10.7%,26.3% of the victims were bullied,bullying / victimization accounted for 21.8%.The incidence of bullying among rural junior middle school students has significant differences in gender,school record,class cadre and the relationship with teachers.At the same time,the rural junior middle school students have significant differences in the relationship with students.(3)Direct verbal victimization/bullying is the most common type of bullying behavior among rural junior middle school students.There were significant differences in the types of bullying among the students with different grades.In addition to indirect bullying,there were significant gender differences in other types of bullying.There is a significant grade difference between indirect victimization and direct physical bullying,in addition,class cadres and non-class cadres have significant differences in direct verbal bullying.Meanwhile,the types of bullying in rural junior middle school students differ significantly in different student relationships.In addition to direct physical bullying,there was a significant difference between different relationships with teacher.(4)Rural junior high school students are more active in bullying,and there were significant differences in gender,learning situation,and relationships with teachers.(5)In addition to teatchers' behavior,the sense of belonging and dimensions of school were significantly related to the incidence of bullying,and the correlation with peer relationship is the highest.School environment,school investment,school inclusion and school belonging are significantly related to bullying,and there have the highest correlation with school belonging.For the incidence of victimization,peer relationship and school integration have significant negative predictive effect.In the meantime,school inclusion also has a negative predictive effect on bullying incidence.(6)There is no relationship between teacher behavior and direct physical bullying,but school belonging and dimensions were significantly related to the type of victimization.In addition,school environment,school integrations and school belonging are significantly related to direct verbal bullying.In addition to peer relationships,school belonging and dimensions are significantly related to indirect bullying and direct physical bullying.Peer relationships and school inclusion have a significant negative predictive effect on direct verbal victimization and indirect bullying.Peer relationship and school belonging have a significant negative predictive effect on direct physical victimization;School integration has a significant negative predictive effect on direct verbal bullying.School belonging has a significant negative predictive effect on indirect bullying.School sense of belonging and school integration have significant negative predictive effect on direct physical bullying.(7)The sense of belonging of school and dimensions was significantly related to bullying attitude,among them,the sense of belonging in school is most related to bullying attitude.For bullying behavior,school attachment and school integration have significant positive predictive effect,and school integration has significant negative predictive effect.In addition,the sense of belonging of school is the most significant predictor of bullying.