The Dynamic Development Of School Bully Victimization And Its Relationship With Microsystem Environment And Negative Social Psychology And Behavior

School bully victimization,a particular type of peer victimization,is prevalent in primary and secondary schools and can have a direct and long-term negative impact on adolescents.Although there are many studies to explore the development track of peer victimization in children and adolescents,there is little research on the development trend of school bully victimization in a semester,which still needs to be explored.Based on the theory of person-environment interaction,social environment can continuously affect individual psychology and behavior.Parenting styles and classroom environment,as variables in the microsystem environment,may predict the development trajectory of school bully victimization.Moreover,school bully victimization has been found to be significantly correlated with negative social psychology,and there is a significant concurrency between them.However,the causal relationship between the two is not clear,and further discussion is needed.In order to provide substantive advice on school bullying intervention,858 students from a vocational high school in Guangzhou were used as subjects for a four-month short-term follow-up study.Self-report questionnaires such as Short Parenting Style Questionnaire,Student Perceived Class atmosphere Scale,Delaware Bully Victimization Scale(student version),Brief Fear of Negative Evaluation Scale,Shyness Scale were used to measure students every one and a half months to obtain three waves of longitudinal data.Then,the three times data of bully victimization were analyzed,and a Latent Growth Modeling(LGM)was established to describe the development trend of school bully victimization in a semester.The predictive effect of environmental variables(such as parenting style and class environment)on the development track of school bully victimization was further analyzed.At the same time,a cross-lag model of school bully victimization,fear of negative evaluation and social withdrawal was established to explore the time interaction between negative social psychology and bullying victimization.The results show that:(1)At the beginning of the semester,there were significant inter-individual differences in the initial level of school bully victimization,and then the change trend increased with time,of change was slightly significant,and the positive relationship between the speed of change and the initial level was significant.(2)Parenting style can significantly affect the initial level and development speed of school bully victimization,and negative parenting style is related to the higher initial level and faster development speed of school bully victimization.(3)Class environment can significantly affect the initial level of school bully victimization.The more harmonious the perceived class atmosphere,the lower the initial level of school bully victimization.(4)Fear of negative evaluation stability positively predicts subsequent social withdrawal,also school bully victimization predicts subsequent social withdrawal,indicating that fear of negative evaluation and school bully victimization are important causes of social withdrawal.There is a relationship between fear of negative evaluation and school bully victimization.Fear of negative evaluation stability positively predicts subsequent school bully victimization,while school bully victimization positively predicts subsequent fear of negative evaluation.It shows that there is a significant vicious circle between fear of negative evaluation and school bully victimization.(5)Fear of negative evaluation in the middle of the semester plays a full mediating role between school bully victimization at the beginning of the semester and social withdrawal at the end of the semester.According to the results of the study,the frequency of school bully increased during the semester.Therefore,the prevention and intervention of bullying should be carried out as early as possible,and targeted intervention programs should be developed according to the characteristics of semester stages.Tackling the problem of school bullying is not just the responsibility of the school,but also requires the joint efforts of many parties,not only to strengthen education in the school,but also to actively mobilize parents to create an environment suitable for the healthy growth of students.There is a continuous and two-way vicious circle between school bully victimization and negative social psychology.At the same time,being bullied can also induce social withdrawal behavior through fear of negative evaluation.This suggests that educators should be alert to the phenomenon of bullying,timely follow up the psychological state of bullied students,help them to form a stable and positive self-concept,and avoid more serious consequences caused by fear and anxiety,such as social withdrawal.