Junior High School Students’ Causes Of Campus Bullying And Prevention Measures

In recent years,there have been frequent incidents of school bullying.It has caused people’s attention and discussion.Premier Li Keqiang mentioned that “we must establish an effective mechanism for preventing and controlling school bullying and early detection,intervention,and suppression of bullying and violence”.Based on this background,this study used data on student quality monitoring in 103 schools,to investigate the main influencing factors of bullying behaviors implemented by junior high school students.From the perspective of Hirsch’s social control theory,this article constructs an analysis framework for the factors affecting student bullying behavior based on the four elements of social control: attachment,commitment,involvement,and belief.Based on this,it proposes research hypotheses and makes the following inquiry:First,project analysis and exploratory factor analysis were conducted on the data of 8 pre-research schools.The analysis results verified that the student bullying scale and social control questionnaire had high reliability and validity.According to the theoretical definition of the measurement model,confirmatory factor analysis was performed on the data of 103 schools to verify the validity of the questionnaire.The final questionnaire structure is five dimensions of campus bullying are: physical bullying,social exclusion,verbal bullying,property damage and cyber bullying,social control 7 variables: family attachment,peer attachment,teacher attachment,school attachment,commitment,involvement and belief,and 3 control variables: Family economy,reading literacy,gender.Then,a descriptive statistical analysis method was used to explore the current situation of X-city students’ bullying.It was concluded that X-city school bullying was widespread and the incidence of bullying was 50.57%;the incidence of bullying was 58% higher for boys than 44.61% for girls.Significant differences;verbal bullying(43.73%)is the highest incidence of bullying.Then use relevant analysis to explore the relationship between variables,and then use regression analysis to establish a relationship model of bullying behavior,independent variables,and control variables.The results of the inquiry show that after controlling the family economy,reading literacy,and gender variables,teacher attachment influences bullying behavior.Insignificant,family attachment,peer attachment,school attachment,commitment,involvement,and beliefs have a significant predictive effect on bullying behavior,predicting a 13.07% variation in bullying behavior on campus.Finally,a social control-school bullying structural equation model was constructed based on the above research.The results show that: social control variables have a significant impact on bullying behaviors.The effects from large to small are: school attachment(-0.146)and commitment(-.130),belief(-.110),involvement(.110),family attachment(.086),peer attachment(-.066),and teacher attachment(0.057).This shows that high school attachment,high educational commitment,high social moral beliefs,lower involvement in extracurricular activities,lower family attachment,higher peer attachment,and lower teacher attachment can reduce student bullying.Research hypotheses have been verified.According to the research conclusions,it is proposed that the prevention of bullying in schools should be: family-school-social strengthens ties,strengthening attachment bonds between students and parents,classmates,teachers,schools,and society;strengthening school career planning education and guiding students to achieve the hope for success in the future While increasing education commitment,the government takes the lead,integrates social resources,implements the school’s comprehensive practical activity curriculum,promotes emotional communication between teachers,students,and peers in the process of participating in the activity inquiry;attaches importance to the influence of Chinese traditional culture,develops moral education,and guides students’ ideological value direction.