A Quasi-experimental Research Of Awe Curriculum To Reduce Bullying In Junior High School Students

In recent years,the school bullying incident frequently exposed,has become one of the social focus and hot spots.School bullying is the repeated and long-term aggressive behavior of a single or group of students against a particular student or group of students.The junior high school is a period of high incidence of school bullying,as well as a key period to shape the physical and mental health development of individuals to develop sound personality traits.Studies have shown that awe as a positive emotion is able to decrease aggressive behavior.The purpose of this study is to explore the relationship between bullying and awe in junior high school students,and to develop and implement the intervention course of awe theme in order to reduce bullying in junior high school students,so as to further improve their mental health quality and create a harmonious school climate.This paper consists of two studies: the first study explores the current characteristics and relationship between school bullying and awe.The students(N=424)from a key junior high school in Wuhan city were selected randomly as the research object.This questionnaire survey through the use of school bullying scales and awe experience scale(AWE-S),which results by using statistical methods such as SPSS and PLUS to analysis.On the basis of the first study,the second study is to design and carry out an intervention course with the theme of awe,to explore its role in the prevention and intervention of bullying in school,and to reveal its intervention effect on different groups of junior high school students.Participants in the first study were randomly divided into experimental group(N=214)and control group(N=210).Results of the intervention effect was evaluated by the combination of quantitative research and qualitative research.The main conclusions as follows:(1)The bullying and victimization,cyber-bullying and cyber-victimization of junior high school students are all at a lower level,the level of being-bullied are higher than the bullying level;Bullying of junior high school students(bullying and cyber-bullying)has significant differences with gender,grade and who they live with;There are remarkable differences between the being-bullied of junior high school students(victimization and cyber-victimization)and whether they are single parent,academic performance and school self-evaluation status.(2)The awe of junior high school students is at a medium level.There are obviously differences in respect of whether they are single parent and academic performance among junior high school students.(3)The awe level of junior high school students can significantly negatively predict school bullying.The higher the awe,the lower the school bullying.(4)The awe theme intervention course prominently reduced school bullying,and students gave it a positive evaluation.(5)In terms of reducing bullying(bullying,cyber-bullying),the intervention effects of awe themed intervention course on different school bullying roles and parenting patterns are notably different,while the intervention effects on gender and grade are not obviously different.(6)In terms of reducing victimization(victimization and cyber-victimization),the intervention effects of awe themed intervention course on different school bullying roles,gender,and parenting patterns are observably different,while the intervention effects on grade are not signally different.(7)In respect of enhancing awe,the intervention effects of awe themed intervention course on different school bullying roles,gender,grade and parenting patterns are all not significantly different.