The Relationship Between Cyberbullying Behavior, Peer Relationships, And Emotion Regulation Strategies Among Senior Elementary School Student

With the development of social platforms and the popularization of smart phones and smart watches,the probability of primary school students going online is increasing year by year,and Cyberbullying among primary school students is also on the rise.Previous studies have found that social emotional learning can improve students’ interpersonal relationships and cultivate positive emotion regulation strategies,which are effective measures to prevent school bullying.However,whether social emotional learning has a good intervention effect on cyberbullying,and the roles of peer relationships and emotion regulation strategies are still unclear.This study takes fifth and sixth grade students as the research objects,investigates the current situation of cyberbullying and analyzes the relationship between cyberbullying and peer relationships,emotion regulation strategies,to explore whether social emotional learning can reduce cyberbullying among upper primary school students,and to explore the effects of peer relationships and emotion regulation strategies on cyberbullying after social emotional learning intervention.In order to promote the development of peer relationships among senior primary school students,cultivate positive emotion regulation strategies,and reduce cyberbullying,it provides relevant evidence.This study includes two aspects.In the first study,315 senior students in a primary school in Zhangjiakou City were surveyed by using "Cyberbullying Scale","Peer Relationship Scale" and "Emotion Regulation Strategies Questionnaire".The purpose is to investigate the current situation of cyberbullying among senior primary school students and analyze the relationship between cyberbullying and peer relationship and emotion regulation strategies.Study 2 used social emotional learning curriculums to examine its intervention effect on cyberbullying,and to explore the effects of peer relationships and emotion regulation strategies on cyberbullying after social emotional learning intervention.The results show:(1)The reporting rate of cyberbullying among senior primary school students was 71.48%,so 71.48% of the students experienced cyberbullying more than once within a month;The reporting rate of being bullied online was 81.88%,so 81.88% of the students had experienced being bullied online more than once within a month.(2)Cyberbullying is significantly negatively correlated with peer acceptance;Being bullied online is significantly negatively correlated with peer acceptance and cognitive reappraisal;Being bullied online is significantly positively correlated with peer fear and inferiority.Peer acceptance is significantly negatively predicts cyberbullying and being bullied online.(3)social emotional learning significantly reduce cyberbullying behaviors among upper elementary school students.(4)Reductions in cyberbullying after social emotional learning intervention were accompanied by improvements in peer relationships,cognitive reappraisal strategies.(5)Good peer relationships play a role in reducing cyberbullying behaviors.