Research On The Influencing Factors Of School Bullying Under The Theory Of Social Ecosystem

School bullying is an inescapable topic in school education and has long plagued educators in various countries.Against the backdrop of frequent bullying in schools,China has been increasing its efforts to combat bullying in schools.At the beginning of2021,the Department of Basic Education of the Ministry of Education quickly launched a special campaign against bullying among primary and secondary school students,the strength and breadth of which has never been seen before,demonstrating the country’s determination to combat bullying in schools.Realistic concerns have also inspired scholars to study bullying in schools.Especially after 2016,domestic research related to school bullying has seen a round of explosive growth.While actively introducing foreign school bullying management projects,they also began to focus on the exploration of theories and influencing factors of school bullying.However,due to a lack of prior accumulation,current school bullying research is more of a referral and imitation of foreign research,and is still a long way from localized school bullying research.One of the important roles of educational research is to analyze the causes and directions of educational problems.In the face of the difficult school bullying problem,it is important to conduct localized school bullying research projects based on the characteristics of school bullying in China,not just on the introduction of foreign research.Due to the lack of prior accumulation,the current domestic research on the influencing factors of school bullying still needs to be improved.Therefore,the analysis of the causes of school bullying in China is one of the issues that need to be addressed before localized school bullying management can be carried out.One of the major problems facing the study of factors influencing school bullying in China is the lack of theoretical perspectives.In fact,there are many theories on the causes of school bullying at home and abroad,but what is lacking is the empirical evidence and application of the theories.As a result,many of the theories stop at explaining the theory itself and generalizing the bullying phenomenon.Among them,the social-ecological system theory introduced from the field of social psychology has been recognized and applied by some researchers.This theory suggests that students who are bullied in school are not an isolated individual,but are subject to school bullying because of their social-ecological environment and their interaction with related groups in the environment.Therefore,this study selects the social-ecological system theory,which focuses on the bullying victims themselves and the interacting groups around them,to explore the influencing factors of school bullying.Based on the socio-ecological system theory,a system of interactions involving three groups,including parents,peers,and teachers,is built around the students who are victims of school bullying,and this system is nested in the macro system of the whole school and the surrounding culture of the society in which the school is located.Based on this,this study was conducted using a mixture of quantitative and qualitative research.In terms of quantitative data,in order to overcome the problems of small sample size and uneven sampling in previous studies,this study used some data on school bullying from PISA 2018 data as the object of analysis.The social-ecological system theory emphasizes the interaction between different influencing factors in the system,while ordinary regression analysis is difficult to present the interaction of different factors.Therefore,this study uses a mediated effects test to construct a mediated model of the various influences on school bullying in order to clarify the complex influence paths of school bullying.Based on the quantitative study,in order to better present the details of the process of school bullying,this study uses the socialecological system theory as a perspective to interview multiple relevant subjects in the social-ecological system of the bullied individual around a specific school bullying incident,and to explore the causes of school bullying from the interaction between the subject and its social-ecological system.The quantitative data and qualitative data are corroborated with each other to show the details and enhance the credibility of the study.The study constructed a mediation model for the school bullying component of the PISA data and found that at the individual micro-level,school belonging mediated significantly on socioeconomic status and the frequency of school bullying;while at the meso-level,peer support and discipline,parental emotional support,and teacher understanding and support could all mediate the frequency of school bullying through school belonging at the individual level.The chain mediating effect of parental emotional support and teacher understanding and support was also verified.In contrast,among the macro-level variables,the school macro-environment mediated the frequency of school bullying through the chain of peer support and discipline,teacher understanding and support at the meso-level,and students’ sense of belonging at school at the micro-level.For the subsequent qualitative data analysis,this study used contextual analysis to break up the interview data collected from 23 interviewees in six incidents before integrating the narratives,analyzing the interactions between the bullied students and other key players and environments in their social-ecological system around the school bullying incidents in the social-ecological system,and then constructing a "metacontextual " The study will analyze the interactions between bullied students and other key players and environments in the social-ecological system,and thus construct a meta-contextual narrative of school bullying.It better enables readers to understand the influencing factors in the real school bullying process,and also supports the findings of the PISA data analysis in one way.