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1.
Chinese Journal of School Health ; (12): 709-712, 2020.
Article in Chinese | WPRIM | ID: wpr-821931

ABSTRACT

Objective@#The study is to explore daily violence exposure and its association with campus bullying, to provide theoretical basis for positive development of middle school students.@*Methods@#Questionnaire survey was conducted by using Violence Exposure Scale, Normative Beliefs about Aggression Scale, Middle School Students’ Self-control Scale, and Middle School Students’ Campus Bullying Scale. During Aug. to Oct. 2019, 1 372 middle school students were selected by the convenient sampling method as subjects of study from 2 junior high schools and 3senior high schools in Xinxiang.@*Results@#The total score in daily violence exposure was (34.22±12.09). The scores of violence exposure, traditional bullying and cyberbullying in female were lower than in male(t=-2.60--6.32, P<0.05). The scores of violence exposure, traditional bullying and cyberbullying in junior high school students were higher than senior high school students(t=4.59-7.50, P<0.05). The relationship between violence exposure and normative beliefs about aggression, traditional bullying, cyberbullying were positive (r=0.20, 0.44, 0.51, P<0.01). The relationship between violence exposure and self-control was negative (r=-0.29, P<0.01) . The relationship between normative beliefs about aggression and traditional bullying, cyberbullying were positive (r=0.28, 0.22, P<0.01). The relationship between normative beliefs about aggression and self-control was negative (r=-0.38, P<0.01). Violence exposure indirectly affects traditional bullying/cyberbullying through normative beliefs about aggression. The effect of normative beliefs about aggression on the traditional bullying/cyberbullying of middle school students is reduced with the increase of self-control.@*Conclusion@#Normative beliefs about aggression plays an intermediary role in violence exposure and traditional bully/cyberbullying, and self-control regulates the relationship between them.

2.
Chinese Journal of School Health ; (12): 1517-1520, 2019.
Article in Chinese | WPRIM | ID: wpr-816581

ABSTRACT

Objective@#To explore possible mediating effects of stressful life events and Internet game intention in the relationship between role attachment and Internet game addiction,and to provide a theoretical reference for preventing Internet game addiction among middle school students.@*Methods@#During Sept. to Dec. 2018, 1 869 middle school students were selected from 8 middle schools form Liaoning and Henan Province for this investigation through stratified random cluster sampling. Internet Gaming Role Attachment Scale, Adolescent Internet Game Addiction Scale, Adolescent Stressful Life Events Checklist and Adolescent Internet Game Intention Scale was administered.@*Results@#The prevalence of Internet game addiction was 5.00% in middle school students with boys(6.07%)signficantly higher than girls(3.57%)(χ2=5.29,P<0.01). Positive associations were found between Internet game addition with role attachment, stressful life events, Internet game intention (r=0.34-0.58, P<0.01). The results of Bootstrap test showed that stressful life events and Internet game intention had a chain intermediary effect between role attachment and Internet game addiction, and the chain intermediary effect accounted for 6.31% of the total effect.@*Conclusion@#Role attachment may affect the occurrence of Internet game addiction through stressful life events and Internet game intention. Helping middle school students to properly cope with stressful life events and Internet game intention may be beneficial for Internet game addiction prevention and intervention.

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