The Study Of The Relationship And Intervention Between Emotional Intelligence,Peer Relationship And School Bullying Of Junior Middle School Students

In recent years,school bullying has occurred frequently among middle school students.The students involved have not only suffered serious physical injuries,but also suffered insults from their peers,which caused irreparable damage to their bodies and minds.Junior high school students are in the critical period of emotional development.As individuals develop,their level of emotional intelligence is becoming different.Students who cannot control their own emotions or students who have difficulty understanding other people’s emotions will have more troubles in their peer relationships.Studies have shown that most of the participants in school bullying are students’ companions at school.The contradictions between peers increase,and the companion relationship deteriorates,which in turn leads to bullying behavior among students in the school.Therefore,this study examines the basic status of emotional intelligence,peer relationships and school bullying through questionnaire survey,analyzes the correlation between the three,and further explores the intermediary model between the three.Finally,carrying out class group counselingaccording to the research results of emotional intelligence and emotional intelligence model design curriculum.Concluded as follow:(1)Mongolian junior high school students scored higher than the Han nationality in emotional intelligence total score,emotional identification,managing self-emotions,and girls are better than boys in managingothers emotions.The only child scored higher than non-only child,in addition to themanaging others emotionsanf emotion identification,and students living in different regions have no significant differences in emotional intelligence.(2)The degree of confusion of Han junior high school students in conversation,the degree of troubles in dealing with people,the more troubles with heterosexual interactions than the Mongolian junior high school students,the degree of confusion of girls in communication and dating,and the scores of heterosexual interactions higher than boys,the degree of confusion in the conversation of the only child,the degree of heterosexual interactions,the total confusion of the peer relationship is higher than that of the non-only child,and students living in different regions have no significant difference in the companion relationship.(3)Mongolian junior high school students scored higher than the Han nationality in physical bullying,language bullying,physical bullying,and total score of bullying.In addition to language bullying and indirect bullying,there is no difference between boys and boys.Other dimensions are lower than boys.There is no significant difference between the only child and the non-only child in school bullying.Students living in pastoral areas scored higher on physical bullying,language bullying,and total score of bullying than junior high school students living in cities and rural areas.(4)Emotional intelligence is significantly negatively correlated with peer relationship.Peer relationship is significantly positively correlated with school bullying.Emotional intelligence is significantly negatively correlated with school bullying.(5)Structural equations show that emotional intelligence has a significant negative predictive effect on school bullying,and peer relationships play a mediating role between them.(6)The course designed according to the theory of emotional intelligence to intervene in the first-year students found that the cultivation of emotional intelligence is beneficial to the development of emotional intelligence and peer relationships,and the reduction of school bullying.Based on the above conclusions,effective and reasonablesuggestions for the improvement of emotional intelligence and the reduction of school bullying are given from different angles.