The Relationship Between Academic Pressure And Cyberbullying Of Junior High School Students: The Mediating Effect Of Emotional Regulation

Bullying is a special kind of abuse.Language attacks on the Internet are also a phenomenon of bullying.Using mobile phones or other Internet devices as a medium to carry out text attacks on someone or a group for a long period of time,but it is difficult for the party injured by the language to effectively protect itself.Junior high school students begin to enter puberty,and their self-awareness is strengthened.At the same time,their understanding of the Internet and other things is further deepened.Accompanying this is the increase in cyber bullying.Related research has found that cyberbullying often occurs in contemporary campuses,and it can adversely affect the mental health of students.However,the current problem of cyber bullying has not received the attention of school administrators,and there are few studies on how to reduce the adverse effects of cyber bullying.In this context,it is of great significance to study the relationship between academic pressure and cyberbullying of junior high school students.First of all,this paper describes the research background and significance,and sorts out the domestic and foreign literatures on academic pressure,emotional regulation and cyber bullying,as well as the relationship between the two.Secondly,it analyzes the relationship among junior high school students’ academic pressure,emotion regulation,and cyber bullying,and puts forward corresponding hypotheses.Then according to the characteristics of the development stage of junior high school students and previous studies,the questionnaire used in this research was designed.The subjects of this survey were students from a junior high school in Xiangtan City,Hunan Province,and a total of 852 valid questionnaires were collected.Then use correlation analysis,regression analysis,and mediation effect analysis to analyze and discuss the hypothesis.From an empirical point of view,the relationship between junior high school students’ academic stress,emotional regulation and cyberbullying is analyzed and analyzed,and the following conclusions are drawn:(1)Academic pressure is significantly positively correlated with cyber bullying;(2)There is a significant positive correlation between academic stress and emotional regulation;(3)Emotional control is significantly positively correlated with cyber bullying;(4)Cognitive reappraisal does not have a mediating effect between academic pressure and cyberbullying,and it appears as a masking effect.(5)Expression inhibition partially mediates the relationship between academic stress and bullying;expression inhibition partially mediates the relationship between academic stress and being bullied.Finally,according to the results of the empirical analysis,the text from the perspective of alleviating the academic pressure of junior high school students,enhance emotional regulation,to reduce the phenomenon of cyber bullying can be put forward practical suggestions.