عنوان مقاله [English]
The present study aimed to distinguish bullying students based on the components of cognitive emotion regulation strategies and School Binding. The current research method is descriptive-correlational and causal-comparative. The study group consisted of 98 bullying and 57 non-bullying students who were selected from a sample (381) of female students (191) and boys (190) of Tabriz high school who were selected by multi-stage cluster sampling. To assess the research variables, the Elves Bullying Questionnaire (2003), the Cognitive Emotion Regulation Questionnaire of Garnowski et al. (2006) and the Betty Berry and Watt School Binding Questionnaire (2005) were used. Stepwise method analysis was used to differentiate between bullying and non-bullying students. The findings of the analysis led to a significant function (p10.001) and the results showed that the means of both bullying and non-bullying groups in the components of refocusing - planning, positive evaluation - broader perspective, acceptance and catastrophe related to regulation strategies. Cognitive emotion and components of respect and fairness in school and positive feeling to school in relation to School Binding are significantly different and according to this function, the variables of positive feeling to school and positive evaluation - broader perspective have the highest power in distinguishing between the two groups. He has been a student. According to the issue and research findings, it is suggested to education officials and counselors to reduce the areas of bullying in students by improving and developing cognitive emotion regulation strategies and school belonging components in students. Appeared.