How Do Adolescents'Perceived Teacher Justice Impact School Bullying Behaviors?Structural Equation Modeling Based on Cognitive-Affective System Theory
School bullying is a significant predictor of antisocial behavior and violent crime in adolescence and early adulthood.Schools are the key to preventing bullying in schools,and teachers play the dual role of preventers and interveners.Can adolescents'perceived teacher justice reduce school bullying and how does it im-pact school bullying?The researchers tried to explore the impact of adolescents'perceived teacher justice on school bullying and the role of school belonging and moral disengagement in it based on cognitive-affective sys-tem theory.Through a survey of 1,077 middle school students,a structural equation model was constructed.The study found that the higher the perceived teacher justice,the lower the likelihood of students committing school bullying.The influence of perceived teacher justice on school bullying is realized through the chain mediation of school belonging(emotion)and moral disengagement(cognition).School bullying is essentially an unjust and un-ethical group process of bullying the weak by the strong.The sense of school belonging makes students willing to comply with injunctive norms such as school rules and classroom disciplines.However,when students per-ceive injustice in teachers who exhibit characteristics of group prototypical leaders,they may consider it a stan-dard for descriptive norms and defend unfairness as a common behavior within the group.This activates the mor-al disengagement mechanisms of attributing responsibility to authority or emphasizing group decision-making,lead-ing to the implementation of school bullying.
school bullyingperceived teacher justicesense of school belongingmoral disengagement
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