A Study On The Developmental Characteristics Of Adolescent Social Self-Concept

Social self-concept is the perception of one's roles that he plays in social life, and is a important part of self-concept. The study of adolescent social self-concept is the objective need of the their mental health development, reflecting the deep study trend of self-concept. It is also the urgent need of realization of the indigenous study on self-concept. At present, there are some studies on social self-concept in other countries. However, the study is very weak in our country, and there is no special social self-concept questionnaire. On the whole, the study of social self-concept is at the exploring stage of development. This study aims to invent adolescent social self-concept questionnaire, and explore the characteristics of adolescent by it. At the same time, the social support questionnaire, social adaptation questionnaire and the academic achievement are used to find the factors that have influence on social self-concept, and discuss the relation between social adaptation, academic achievement and social self-concept.The methods of consultation for experts and open investigation for students are used in the study to invent the social self-concept, based on the literature summation. After eliminating a part of questions, the method of factor analysis is used to obtain the factors of social self-concept. That is the result of investigation for 1299 adolescents:1. The self-made questionnaire has good reliability and validity. By factor analysis, we obtain 12 factors: status in class, parenthood, relation with strangers, role experience, relation between teachers and students, brotherhood and sisterhood, status in family, relations with neighbor, relations with opposite sex accompaniers, role skills, status in accompaniers and group conception.2.The sex differences exist in the adolescent social self-concept. On the whole, female students are with higher social self-concept than males.3.Differences of social self-concept exist outstandingly among those who are from different grades. The social self-concept of senior three is the best, and grade four is poorest. The developing tendency is scaling: senior three>grade five>junior one>senior one> senior two>junior two>junior three>grade six>grade four.4.On the whole, there are no differences from one school to author.5.There is difference in social self-concept among those students who come from urban and rural areas.6.There is significant relation between subjective support, the using of supporting and social self-concept, and they have direct influence on social self-concept. Objective support has effect on social self-concept by subjective support and the using of support.7.There is no difference of three groups (high level, middle level, low level) of social self-concept.8.There is also no difference of three level groups (high, middle, low) of academic achievement on the social self-concept total score. However, the differences exist in two factors: relation between teachers and students, role experience.