BECE. Newsletter 

Vol.6, No.1, 2020 798 

 

 

 

 

How to Accurately Prevent and Manage School Bully-

ing: Study on the Influencing Mechanism of School 

Bullying among Primary School Students of Different 

Genders 

By Li, J.Z., Hu, Y.M. 

 

Correspondence to: Hu, Y.M. Email: huym0718@bnu.edu.cn 

Study published in Journal of Educational Studies, using the data from 

“Regional Education Quality Health Check-Up” survey sample of 

176823 pupils, examined primary student's self-esteem, academic perfor-

mance, parental involvement, peer relationship, teacher-student relationship, 

and the characteristics of family variables on its suffering from all kinds of 

school bullying, the results are as follow: 

 The difference analysis shows that there are significant differences 

in the frequency of three types of bullying (physical, verbal and rela-

tionship) among primary school students of different genders, 

among which the average frequency of primary schoolboys being 

bullied is significantly higher than that of primary schoolgirls. 

 OLS regression model was established to explore the influencing 

factors, and it was found that each variable significantly predicted 

the probability of physical bullying of primary schoolboys and girls. 

The result of the regression of the three dependent variables found 

that primary school students from single-parent families were more 

likely to suffer from various types of school bullying without gender 

differences. In terms of physical bullying, among primary school-

boys, migrant boys are more likely to suffer physical bullying than 

non-migrant children. Among primary schoolgirls, whether they are 

migrant children has no steady and significant influence on their 

physical bullying. In terms of verbal bullying, migrant children are 

more likely to suffer verbal bullying, and there is no gender differ-

ence. However, whether being migrant children or not has no steady 

and significant influence on the relationship bullying of primary 

school students. Moreover, among primary schoolboys only, left-

behind children are more likely to suffer from three types of bullying 

than non-left-behind children. Among primary schoolgirls, left-

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Vol.6, No.1, 2020 799 

behind children have no significant influence on their suffering from 

three types of bullying. 

 In addition, academic performance can significantly predict the 

probability of primary school students suffering from three types of 

school bullying, and improving academic performance has a greater 

impact on reducing the probability of physical bullying and verbal 

bullying for primary schoolgirls, and a greater impact on reducing 

the probability of relationship bullying for primary schoolboys. Self-

esteem level can significantly predict the probability of primary 

school students being bullied by three types of school, and improv-

ing self-esteem level has a greater impact on reducing the probabil-

ity of primary schoolboys being bullied by three types of school bul-

lying. Peer relationship and teacher-student relationship can also 

significantly predict the probability of primary school students suf-

fering from three types of school bullying, and improving peer rela-

tionships has a greater impact on reducing the probability of primary 

schoolboys suffering from three types of school bullying. Improving 

the relationship between teachers and students has a greater impact 

on reducing the probability of primary schoolgirls suffering from 

three types of school bullying. Parental involvement can significant-

ly predict the probability of primary school students suffering from 

three types of school bullying, and increasing parental involvement 

has a greater impact on reducing the probability of primary school-

girls suffering from relationship bullying. 

The paper suggests that in the prevention and management of school bul-

lying, schools should pay special attention to the learning status and mental 

health status of left-behind and floating children and primary school students 

from single-parent families, and pay attention to the important role of parents 

in the prevention and treatment of school bullying. At the same time, teach-

ers should pay close attention to boys with tense peer relationships, timely 

guide boys to build a healthy and harmonious peer relationship. In addition, 

teachers should pay attention to the way of communication with girls, protect 

their self-esteem, and actively create a caring and supportive teacher-student 

relationship. 

 
Source: Journal of Educational Studies, 2020; 16(03):55-69.