| Junior high school is the key period for the rapid development of individual body and mind.Junior high school students have the characteristics of emotional polarization,egocentrism and extreme behavior,which easily lead to interpersonal tension and frequent bullying,which has brought some adverse effects on their physical and mental development,and its harm has gradually attracted the attention of all walks of life.Bullying is one of the subsets of aggressive behavior.It refers to the repeated aggressive behavior of the stronger party against the weaker party without any provocation.Its occurrence is the result of the interaction between the individual’s internal psychological factors and the external environment such as school,family and society.This study mainly discusses the relationship between empathy and bullying behavior of junior high school students,and whether there is a mediating role between moral disengagement and perceived social support,and puts forward corresponding education suggestions,in order to prevent and reduce bullying behavior of junior high school students,and promote the development of physical and mental health of teenagers.Based on the concepts and measurement tools of empathy,moral disengagement,understanding of social support and bullying behavior,and the review of the existing research,this study investigated 842 junior middle school students from three middle schools in Haikou and Lingao County of Hainan Province by using the method of questionnaire survey:(1)In terms of empathy,the scores of junior high school girls are significantly higher than junior high school boys in the three dimensions of empathy total score and opinion selection,empathy concern and personal pain,but there is no significant difference between boys and girls in the dimension of imagination;in the dimension of empathy concern,junior high school students score significantly higher than junior high school students,and in the dimension of imagination,junior high school students score significantly higher than junior high school students In the dimension of personal pain,the score of junior high school students living in rural areas is significantly higher than that of junior high school students living in urban areas,but there is no significant difference in the total score of empathy and other dimensions In the dimension of imagination,the score of single parent junior high school students is significantly higher than that of non single parent junior high school students,but there is no significant difference between the two types of junior high school students in the total score of empathy and other dimensions;in the dimension of opinion taking,the score of junior high school students whose father’s education level is high school,undergraduate or above is significantly higher than that of junior high school students whose father’s education level is low school or below,and the score of imagination is higher than that of junior high school students whose father’s education level is low school or below In this dimension,the score of junior high school students whose father’s education level is high school or junior college education is significantly higher than that of junior high school students whose father’s education level is low school or below,but in the total score of empathy and other dimensions,there is no significant difference between junior high school students whose father’s education level is high school or junior high school students whose mother’s education level is high school or above In the dimension of imagination,the scores of junior high school students whose mothers are educated in senior high school,junior college,undergraduate or above are significantly higher than those whose mothers are educated in junior high school or below.But in the total score of empathy and other dimensions,there is no significant difference between junior high school students whose mothers are educated in different degrees.There was no significant difference in the total score and each dimension of empathy among other demographic variables.(2)In terms of moral disengagement,there is no significant difference in the scores of male and female students in the two dimensions of responsibility transfer and responsibility dispersion,but in the total score of moral disengagement and other dimensions,male students score significantly higher than female students;in the dimension of euphemism label,grade 3 students score significantly higher than grade2 and grade 1 students;in the dimension of non humanization,grade 1 students score significantly higher The score of junior high school students is significantly higher than that of junior high school students,but there is no significant difference in the total score of moral disengagement and other dimensions between students of different grades;the score of non boarding junior high school students is significantly higher than that of boarding junior high school students in the four dimensions of moral disengagement and moral defense,favorable comparison,distorted results and blame attribution,but in other dimensions On the other hand,there is no significant difference between the two types of junior high school students;on the two dimensions of responsibility transfer and non humanization,the score of non only child junior high school students is significantly higher than that of only child junior high school students,but on the total score of moral disengagement and other dimensions,there is no significant difference between the two types of junior high school students;on the dimension of blame attribution,the score of junior high school students whose father’s education level is junior high school or below is significantly higher than that of only child junior high school students However,there is no significant difference in moral disengagement and other dimensions between junior high school students whose fathers have different education levels.Other demographic variables have no significant differences in the total score and each dimension of moral disengagement.(3)In the aspect of perceived social support,the total score of perceived social support of junior high school students whose mother’s education level is high school is significantly higher than that of junior high school students whose mother’s education level is junior high school,junior high school and below;in the dimension of family support,the score of junior high school students whose mother’s education level is undergraduate or above is significantly higher than that of junior high school students whose mother’s education level is junior high school,senior high school and below In the dimension of friend support,the score of junior high school students whose mothers are educated in high school is significantly higher than that of junior high school students whose mothers are educated in junior high school,junior high school and below,but in other dimensions,the score of junior high school students whose mothers are educated in high school is significantly higher than that of junior high school students whose mothers are educated in junior high school and below There was no significant difference between the two groups.Other demographic variables had no significant difference in the total score and each dimension of perceived social support.(4)In terms of bullying behavior,the total score of boarding junior high school students was significantly higher than that of non boarding junior high school students.There was no significant difference in other demographic variables.(5)Empathy has no significant correlation with moral disengagement and bullying behavior;empathy has significant positive correlation with perceived social support,moral disengagement and bullying behavior;perceived social support has significant negative correlation with bullying behavior.(6)Empathy has a significant positive predictive effect on perceived social support;moral disengagement has a significant positive predictive effect on bullying behavior;perceived social support has a significant negative predictive effect on bullying behavior.(7)The mediating effect of moral disengagement between empathy and bullying is not significant;the mediating effect of perceived social support between empathy and bullying is significant. |
PDF Full Text Request