Adolescence is the second peak of growth and development after early life. During the transition from childhood to adolescence, physical development and psychological changes are radical, and the social objects of teenagers gradually change from the elderly to their peers. In the school environment, it is likely to lead to some bad growth phenomena and new development problems in adolescents, such as school bullying and emotional behavior problems.
Different researchers have different views on the relationship between school bullying and emotional behavior problems. Some researchers hold that school bullying, as a kind of malicious phenomenon in the school environment, has a significant impact on the mental health of both the bully and the victim, which may lead to emotional behavior problems. Contrary to the above view, more researchers think that adolescents with emotional behavior problems are more likely to be involved in school bullying. school bullying and emotional behavior problems, and there may be coping styles as a mediator between them. However, there have been studies on this issue, and no consistent conclusions have been reached. Previous studies need to be improved because there is no detailed discussion on this issue from a long-term follow-up perspective. Future research needs to pay more attention to the psychological health of bullies and explore the mediating role of coping style in detail.
In summary, based on the research questions, the following hypotheses are proposed: emotional behavior problems have a long-term and stable impact on school bullying; coping style plays a mediating role in the impact of emotional behavior problems on school bullying; and the mediating role of coping style is relatively stable over time.
This study consists of two parts. In the first study, from a longitudinal perspective, a cluster sampling method was used to investigate students in a school in Anhui Province at five time points (T1-T5). The first study was divided into three substudies. T/F-tests were used to investigate the overall situation of school bullying and emotional behavior problems and their differences in different demographic variables. An autoregressive cross-lagged model was used to investigate whether school bullying and emotional behavior problems were consistent with the antecedent model, consequence model or interaction model. The results show that the gender difference is the most obvious in school bullying. At all time points, boys' scores in bullying and victimization were significantly higher than those of girls. Regarding emotional behavior problems, the participants with very unfamiliar mother-child/father-child relationship had significantly lower levels of positive emotional behavior and higher levels of negative emotional behavior than the other three groups of participants. Emotional behavior problems are the antecedents of school bullying.
The second study, which was divided into two sub-studies, evaluated the participants' coping styles at time points T2 and T4. Path analysis was used to explore the mediating role of approach coping and avoidance coping between emotional behavior problems and school bullying as well as the stability of the role over time. The results showed that the mediating effect of approach coping was not significant between emotional behavior problems and school bullying. Emotional behavior problems (T1) affected school bullying (T3) through avoidance coping (T2), but its mediating effect was not stable over time.
This study explored the relationship between school bullying and adolescents' emotional behavior problems, as well as the mediating role of coping styles, which enables us to have a clearer understanding of the law of individual adolescent psychological development. It provides a theoretical basis for the prevention and control of school bullying and provides a reference and support for mental health educators in the school environment to effectively carry out student work.