Study On The Relationship Between School Bullying,Emotional Regulation Strategies And Personality Traits Of Middle School Students

Objective:To understand the basic characteristics of school bullying behavior,emotional regulation strategies and personality traits of middle school students,and analyze the possible mediating role of emotional regulation strategies in the relationship between personality traits and school bullying,and put forward some reference suggestions for the prevention of school bullying.Methods:A middle school in Fuzhou city,Jiangxi Province was selected as the study site to conduct a cross-sectional study.A total of 2040 students were investigated by general situation questionnaire,Olweus bullying questionnaire,Emotion Regulation scale and the Personality scale.SPSS 26.0 and PROCESS 3.3 were used for general data analysis and mediation effect test.Results:(1)The total reported rate of bullying on campus in the past year was 20.9%,of which the reported rate of bullying was 2.2%,the reported rate of being bullied was15.4%,and the reported rate of bullying-being bullied was 3.3%;Boys reported higher rates of all of the above than girls(P<0.05).(2)In terms of expression suppression scores,male students scored higher than female students(P<0.001),but there was no significant difference among grade groups(P>0.05).In terms of cognitive reappraisal scores,senior high school students scored higher than junior high school students(P<0.001),but there was no significant difference between gender groups(P>0.05).(3)In the dimension of conscientiousness,the scores of male students were higher than female students(P<0.01);In emotional instability,the scores of male students were lower than female students(P<0.001);There was no significant difference between other dimensions of male and female subjects(P>0.05).In extraversion dimension,junior middle school students scored higher than senior high school students(P<0.05);In the dimension of openness,agreeableness and emotional instability,senior high school students scored higher than junior high school students(all P<0.01).(4)The frequency of being bullied was positively correlated with extraversion(P<0.05),openness and emotional instability(all P<0.05).The frequency of bullying was positively correlated with extraversion(P<0.05),and negatively correlated with conscientiousness,emotional instability and agreeableness(all P<0.01).The frequency of being bullied was positively correlated with expression suppression(P<0.01),and negatively correlated with cognitive reappraisal(P<0.01).The frequency of bullying was negatively correlated with cognitive reappraisal(P<0.01).Expression suppression was positively correlated with conscientiousness,openness,emotional instability and agreeableness(all P<0.01),and negatively correlated with extraversion(P<0.01).Cognitive reappraisal was positively correlated with conscientiousness,extroversion,openness,emotional instability and agreeableness(all P<0.01).(5)Cognitive reappraisal have some masking effect in the relationship between extraversion,openness,emotional instability and being bullied.The relative effects were 12.50%,24.00% and 5.32%,respectively.The expression suppression played a part of the mediating role between openness,emotional instability and being bullied,and have some masking effect in the relationship between extraversion and being bullied.The relative effects were 9.40%,12.45% and 13.40%,respectively.Cognitive reappraisal have some masking effect in the relationship between extraversion and bullying,the relative effect was 20.72%;and played a mediating role in relationship between conscientiousness,agreeableness,emotional instability and bullying,the relative effects were 25.43%,28.42% and 10.17%,respectively.Conclusion:(1)Bullying behavior,emotional regulation strategies and personality traits of middle school students differ in gender and grade.(2)Significant correlations exist among personality traits,emotional regulation strategies and school bullying.(3)Extraversion,openness and emotional instability can indirectly affect being bullied through the expression suppression and cognitive reappraisal;In addition,conscientiousness,extraversion,agreeableness and emotional instability can indirectly affect bullying through the cognitive reappraisal.