In contemporary society, with the rapid development of the Internet, the Internet has become an indispensable part of people, especially teenagers. As we all know, knowledge is the core resource of the 21st world. The rapid development of the Internet is largely due to its ability to ensure people's rapid access to knowledge.
However, like other people of all ages, teenagers use the Internet not for the purpose of acquiring knowledge and learning, but for other more interesting uses of the Internet. It is in online entertainment and online social behaviors that the phenomenon of cyberbullying is gradually nurtured.
Junior high school students are in a critical period of physical and mental development, and their bodies and minds are not yet fully mature. Once they are bullied online, the physical and mental health of junior high school students will face a huge impact. Based on this, the phenomenon of cyberbullying needs to attract more attention from society.
breaks down the research on cyberbullying at home and abroad in recent years. We can see that the nature of cyberbullying and traditional bullying are the same. They will have a negative impact on the mental health of junior high school students, causing junior high school students to have many emotional and behavioral problems, such as anxiety, loneliness, depression, and even suicide.
Therefore, parents, schools, and even society should pay attention to the current situation of cyberbullying among junior high school students. This study starts from attachment theory , while adding social avoidance and distress factors to explore the relationship between parent-child attachment, peer attachment, social avoidance and distress and cyberbullying, to examine the inherent influencing mechanism of cyberbullying. The
research aims to provide empirical evidence for educators on the prevention and intervention of cyberbullying, and provide new ideas for the prevention and intervention of cyberbullying, thereby promoting the healthier growth of junior high school students.
1. The relationship between social avoidance and distress of junior high school students and cyberbullying and online bullying
The relationship between social avoidance and distress of junior high school students and parent-child attachment and peer attachment
Research shows that social avoidance and social distress of junior high school students have a significant negative correlation with parent-child trust, parent-child communication, peer trust, and peer communication, and a significant positive correlation with parent-child alienation and peer alienation. That is to say, junior high school students with good quality of parent-child attachment and peer attachment are less likely to experience social avoidance and social distress.
This result can be explained by the internal working model of attachment. Attachment theory believes that in the early emotional interactions between infants and their primary caregivers, infants and young children form an internal working model of attachment, that is, infants and young children's judgment and perception of their own popularity and the trustworthiness of others. Once the internal working model of such as
and is formed, it will have a tacit and subtle impact on the way individuals deal with things and get along with others as adults.
A high-quality attachment relationship can provide emotional shelter and play a positive role in emotional regulation. Junior high school students are in the sensitive period of adolescence and will face some social avoidance and distress problems.
At this time, if a high-quality attachment relationship has been established between the junior high school students and their parents and peers, then this secure attachment relationship will provide strong emotional support to the junior high school students, thereby reducing the social avoidance and distress experiences that the junior high school students face.
This also reminds us that when facing the education of junior high school students, for some junior high school students with high levels of social avoidance and distress, we can improve their parent-child attachment and peer attachment, thereby improving the social avoidance and distress experience of junior high school students.
The relationship between social avoidance and distress among junior high school students and cyberbullying and cyberbullying
The results of this study show that there is no significant correlation between social avoidance and distress among junior high school students and cyberbullying and cyberbullying. Previous research has shown that social anxiety is significantly related to those who are bullied online, and it is believed that those who are bullied online will have obvious social anxiety.
In this study, students from the first to third grade of junior high school were used as subjects, and no social anxiety was found in the perpetrators and victims of cyberbullying.The reasons for this may be as follows:
(1) Cyber bullying and being bullied online are common. Students are not aware that they commit or suffer cyber bullying. Students do not have enough awareness of cyber bullying. After filling out the questionnaire, many students said that they think these behaviors are very common and do not belong to bullying behaviors.
(2) In the survey, most students said that they would take the initiative to fight back after being bullied online. As a result, students did not feel that it would have any impact on interpersonal relationships, so there was no social avoidance or distress.
(3) Research on cyberbullying and cyberbullying mainly examines the frequency of behavior in the past six months. This may cause students' susceptibility to decrease over time, and there are limitations in timeliness. Limitations of
(4) sampling. Among the survey participants, many students have parents who are college teachers and have good education methods. When faced with online bullying, most students will take active measures to resist or communicate with their parents and teachers, thus reducing their experience of social avoidance and distress.
The impact of parent-child attachment on online bullying: the mediating role of peer alienation
Research shows that the impact of parent-child attachment on online bullying behavior is realized through the indirect effect of peer alienation. Specifically, peer alienation plays a mediating role between parent-child attachment and cyberbullying. The lower the parent-child attachment, the higher the degree of peer alienation, which will make individuals more likely to be cyberbullied.
Research results have shown that the lower the degree of parent-child attachment, the higher the frequency of cyberbullying. This is consistent with previous research. Regarding the relationship between parent-child attachment and online bullying behavior, it is essentially the same as the relationship between parent-child attachment and traditional bullying behavior.
The reasons for traditional bullying can be explained by attachment theory. The reason is that the insecure internal working model formed by children's early attachment has a negative impact on their future interpersonal interactions, causing junior high school students to experience anxiety and increasing their likelihood of participating in cyberbullying or becoming a victim of cyberbullying.
DeMonchy, Pijl, Zandberg research found that people who experienced higher frequency of online bullying perceived their peers as more distant. The relationship between parent-child attachment and peer attachment has always been a topic of interest to researchers.
Attachment theory believes that the attachment relationship formed in early infancy will be internalized by the individual and form a fixed pattern for future interactions with others. In the social activities of junior high school students, their judgment of the objects of communication, interpretation of communication experiences, etc. are all based on the initial attachment relationship.
This also reflects that parent-child attachment will have a direct impact on peer attachment. Those junior high school students with higher parent-child attachment will, accordingly, establish higher-quality attachments with their peers.
2. Enlightenment and Suggestions for Educators
Research shows that cyberbullying is a complex problem, so not only individual junior high school students need to strengthen self-protection, but also comprehensive intervention from families, schools and society is needed to protect junior high school students from cyberbullying by building a comprehensive protection system. Combining its own research conclusions, the
study provides some ideas for intervening in the phenomenon of cyberbullying among junior high school students:
Society should pay more attention to the phenomenon of cyberbullying.
Research surveys show that 53.6% of junior high school students have committed cyberbullying against others, and as many as 78.3% of junior high school students have suffered from cyberbullying.
This shows that the current phenomenon of cyberbullying has become increasingly serious. With the development of the Internet, the Internet has become an indispensable social and entertainment channel for junior high school students. However, due to the anonymity and other characteristics of the Internet itself, families, schools and society do not pay enough attention to cyberbullying.
Parents, schools and society should raise their awareness of cyberbullying and cyberbullying among junior high school students, and at the same time take timely measures to prevent the occurrence of cyberbullying.
Society's intervention on cyberbullying should focus on the influence of gender factors
Studies have shown that there are significant gender differences in the phenomenon of cyberbullying and cyberbullying. Compared with girls, boys face more cyberbullying. This reminds parents, schools, and society to fully consider gender factors and provide targeted counseling when intervening in cyberbullying.
At the same time, parents, schools and society should also pay attention to gender education for junior high school students, establish correct gender concepts, abandon traditional gender stereotypes, and enable junior high school students to correctly understand themselves.
Parents should focus on building a positive parent-child attachment relationship
This study shows that parent-child attachment has a significant predictive effect on cyberbullying and cyberbullying, which suggests that parents should focus on cultivating a good parent-child attachment relationship with their children. Positive and healthy parent-child attachment can help improve the phenomenon of cyberbullying and cyberbullying among junior high school students.
In daily life, parents should communicate more with their children. At the same time, parents can teach junior high school students how to protect their personal privacy and related information, so as to make junior high school students aware of the seriousness and harm of cyberbullying.
Junior high school students in adolescence will hope to have a certain degree of autonomy and require more autonomy. Considering the unique psychological characteristics of junior high school students, parents should learn to actively communicate with their children and express their great trust and support. Research such as
Ang shows that if parents are aware of their children's use of the Internet, the likelihood of their children developing problematic Internet behaviors will be greatly reduced.
This means that parents should maintain close communication with their children instead of becoming estranged from each other. A good parent-child attachment relationship plays a positive role in intervening in the phenomenon of cyberbullying and cyberbullying. Of course, parents can also maintain close cooperation with the school to understand their children's performance in school.
In turn, schools should also communicate more with parents. They can hold parent meetings and formulate relevant parent guidance materials to make parents aware of the seriousness of cyberbullying and cyberbullying.
