A Study On The Relationship Between Campus Bullying,emotional Regulation Selfefficacy,Hostile Attribution Bias And Anger Immersion In Junior High School Students

A survey conducted by UNICEF shows that nearly half of young people aged13-15 worldwide have been abused.Early Warning and Remediation of School Bullying by junior high school students still brooks no delay.This study aims to explore the relationship among junior high school students’ emotional regulation self-efficacy,campus bullying,hostile attribution bias,and anger immersion,so as to gain a deeper understanding of Psychological Defense Mechanisms and Action Factors of School Bullying.Using a random sampling method,1531 junior high school students from two middle schools in D city,L province,were used as the research objects.Adolescent peer relationships—the Bully and the Bullied Scale（Chinese version）,Emotional self-efficacy questionnaire and hostility were used Attribution Bias Questionnaire and Anger Rumination Scale were used as research tools.Use SPSS22.0,AMOS24.0 and Mplus8.0 for data analysis and testing,and the establishment and testing of structural models.The results are as follows:（1）In terms of gender,boys’ scores were significantly higher than girls’ scores in terms of emotional self-confidence and various dimensional factors and campus bullying and various dimensions.（2）In grades,the scores of emotional regulation self-efficacy,negative dimensions,positive dimensions,guilt factor and frustration factor all showed significantly higher scores in the second grade than in the third and first grades.In traditional social bullying,the third grade score was significantly higher than that of the first and second grades.In terms of anger immersion,anger memory and understanding of reasons,the second grade scores were significantly higher than those of grade three and first grade.（3）There was no stark differences between variables whether the child was an only child.（4）In terms of whether to serve as a class cadre,the scores of emotional self-confidence and various dimensional factors of working cadres are significantly higher than those of non-class cadres.In terms of campus bullying and its various dimensions,The scores of non class cadres are clearly higher than that of class cadres.The scores of class cadres in hostile attribution bias and goodwill attribution were Strongly superior to non-class members.（5）Every two variables have a distinct correlation,and there are some dimensions or factors that are not significantly correlated.（6）Hostile attribution bias and hostile attribution have a simple mediating effect between emotional regulation self-efficacy and campus bullying.Anger immersion and the four dimensions respectively have simple mediating effects between emotional regulation self-efficacy and campus bullying.（7）Hostile attribution bias and anger immersion have a chain mediating effect between emotional regulation self-efficacy and campus bullying;anger immersion and hostile attribution bias have a chain mediating effect between emotion regulation self-efficacy and campus bullying.