An Empirical Study On The Influencing Factors Of Bullying Behavior Of Junior High School Students

Campus bullying is a worldwide social problem.At the same time,it is also a research topic that attracts much attention from the educational circles.With the rapid development of China's economy and the arrival of the social transformation period,in the era of material life and spiritual civilization flourishing,campus bullying is lurking in the dark corner,threatening the physical and mental health and personal safety of our teenagers.Primary and secondary school students are the main victims of campus bullying.They are in the critical period of physical and mental development.At this time,the establishment of correct values is particularly important for their future development.As we all know,campus bullying has far-reaching harm.It not only hinders the progress of students' academic performance,but also hinders the healthy development of students' body and mind.It can reduce students' sense of happiness in life,but it can threaten their safety in life.Teenagers are the future of the country and the hope of the nation.It is the duty-bound responsibility of the whole society to pay attention to their healthy growth and provide a safe,inclusive and effective learning environment for all students.The reasons for school bullying are various,including family,individual,school,and society.In order to further study the current situation of bullying in junior high school campuses and explore the important factors affecting the behavior of bullying,this paper uses the data of China Education Tracking Survey(CEPS)for the 2014-2015 school year,using SPSS software to analyze the data,binary logistics Return,and then specifically analyze the impact of family,individual,and school on the bullying behavior of junior high school students and its mechanism of action.The results of the study show that,from the perspective of personal factors,boys are more likely to bully others than girls.The personal virtues of students have a significant impact on whether or not they are bullied.In addition,students with violent personality are more likely to bully others;from the perspective of family factors,Parental education has no direct and significant impact on students' bullying behavior,but there is a certain indirect effect.Parental professional reputation has a partial impact on students' bullying behavior.Compared with low professional reputation,fathers with medium professional reputation correspond to their children.It is more prone to bullying.Parents expect a significant negative impact on the bullying behavior of students;from the school factor,the negative evaluation of teachers significantly increases the probability of students implementing bullying on campus,and the class atmosphere has no significant impact on student bullying behavior.Based on the above empirical research conclusions,the author puts forward the following suggestions:the school should improve the school bullying warning mechanism,establish a complete emergency plan,strengthen the students' moral education,improve the students' personal virtues,pay attention to gender differences,and provide students with targeted moral education.Teachers should create a friendly class atmosphere,create a zero-bullying growth environment for students,positively encourage students,look at students with a developmental perspective,and teach students different traits to help them avoid the adverse effects of personality disadvantages.Parents should implement strict family education for their children,set reasonable educational expectations,and especially strengthen the guiding role of fathers in family education.