| Cyberbullying is the repeated dissemination of hostile or offensive information by an individual or group of individuals through computers or digital media with the intention of causing harm or discomfort to others,is a new area of concern.Research proves that cyberbullying is widespread among college students in China and continues to increase.Growth mindsets refer to the belief that individuals hold plasticity in personal attributes(e.g.,personality),and studies have confirmed that students exposed to growth-oriented messages are less likely to engage in aggressive and retaliatory behavior,and psychosocial interventions commonly implemented among adolescents have been shown to be effective in reducing risky behaviors,including bullying.One wonders if growth mindset interventions have an impact on cyberbullying among college students.Therefore,this study aims to reduce the incidence of cyberbullying by cultivating a growth mindset in college students through a growth-oriented curriculum intervention.This study consists of two parts,study 1 using measurement tools such as the Growth Mindset Scale,Emotion Regulation Scale and Cyberbullying Scale,and 968 general college students were selected for questionnaire survey,including 337 male students and 631 female students,with an average age of 19.49 years.This paper aims to reveal the current situation of cyberbullying among college students and explore the relationship between growth mindset,emotion regulation and cyberbullying.Study 2 selected students from 2 classes of 2020-level(junior)sports training majors to carry out the six-week growth mindset course intervention study,one class was a control group(61 people),no treatment,and taught according to the normal teaching arrangement,and the other class was an experimental group(65 people),and the experimental group carried out 6 growth mindset course interventions,once a week,each intervention time was 40 minutes.The data were collated and analyzed using software such as MPLUS and SPSS,and the following conclusions were drawn:(1)In terms of gender,girls’ emotional growth mindset is significantly higher than that of boys,and personality growth mindset is significantly lower than that of boys;In grade,the anxious growth mindset and personality growth mindset of freshmen were significantly lower than those of juniors and seniors,and the personality growth mindset of sophomores was significantly lower than that of juniors and seniors.(2)In terms of gender,girls’ cognitive reappraisal scores were significantly higher than boys’ scores;In terms of grade,the cognitive reappraisal of sophomores was significantly higher than that of freshmen and juniors,and the expression inhibition of juniors was significantly lower than that of freshmen and sophomores.(3)In terms of gender,boys’ cyberbullying victimization are significantly more than girls;In grades,the cyberbullying victimization of freshmen and juniors are significantly more than sophomores.(4)Cyberbullying and cyberbullying victimization were significantly negatively correlated with cognitive reappraisal,significantly negatively correlated with the sub-dimensions of growth mindset,and significantly positively correlated with expression inhibition.The sub-dimensions of growth mindset were significantly positively correlated with cognitive reappraisal,emotional growth mindset was not significantly correlated with expression inhibition,and the remaining dimensions were significantly negatively correlated with expression inhibition.(5)Growth mindset can significantly negatively predict cyberbullying.(6)Cognitive reappraisal and expression inhibition play multiple mediating roles between growth mindset and cyberbullying.(7)The six-week growth mindset intervention could significantly improve the growth mindset of college students,and the sustainability of the intervention program was not significant.(8)The six-week growth mindset intervention could significantly reduce cyberbullying and cyberbullying victimization among college students,and the duration of the intervention program was not significant.This study enriches the research on growth mindset and cyberbullying,further verifies the relationship between growth mindset,emotion regulation and cyberbullying,provides a six-week intervention program for the cultivation of college growth mindset,and expands the intervention research on cyberbullying among college students. |
