The Relationship Between The Class Environment Perceived By Middle School Students And Their Friendship Quality: The Mediating Role Of Affinity And The Centrality Of Regulation

Positive psychology promote study psychological phenomena with a positive perspective, it believe that everyone has the potential power to be growth and happiness. Positive psychology thinks that positive environment can foster positive character traits which makes individual experiences positive emotions and behaviors.From the perspective of individual embedded in environments, social network analysis (SNA) measuring relationships’characteristic in a particular social situation with Relational Data.In this study, we allow high school students to complete the My Class Scale, Chinese Virtues Questionnaire (CVQ), Friendship Quality Scale and Nomination Friend Scale. And discuss the relationship among the affinity strengths, students’ perception of classroom-environment and friendship-quality, and how will the relationship change in regulate of the center degree.We use the Process Program of SPSS 20.0 analysis data and test models, we get the following results and conclusions:1. Student’s perception of classroom-environment can be divided into three categories:positive, general and issue.51% of the students can perceive a positive environment of class. Friendship quality and affinity has significant differences in the type of classroom-environment2. Students’ perception of classroom-environment has significant gender differences and grades differences. Students’friendship quality has significant differences in gender, class-leader group and non-class-leader group, high-center-degree and low-center-degree. Affinity has no significant differences in demographic variables, like gender, grades, etc.3. Students’perception of classroom-environment, friendship-quality, affinity strengths, there is a significant positive correlation between the three. Students’ perception of learning-burden has a significant negative correlation with conflict and betrayal (scored reversely). Students’perception of classroom-environment can explain the 9.9% of the variation of friendship quality, explain the 20.7% of the variation of affinity strengths.4. Affinity plays fully mediator in the relationship among class-environment and friendship quality. Specifically, when the independent variable is teacher-student relationship and competition, affinity plays fully mediator. When the independent variable is classmate relationship, affinity plays partially mediator. When the independent variable is others, affinity’s mediating effect doesn’t exist. When the outcome variable is trust and support, companionship and entertainment, definitely worth and intimate communicate, affinity plays fully mediator. When the outcome variable is conflict and betrayal, affinity’s mediating effect doesn’t exist.5. Affinity’s mediating effect is regulated by center-degree. Specifically, when the independent variable is teacher-student relationship, classmate relationship and competition, affinity’s mediating effect was regulated by center-degree. When the independent variable is others, affinity’s mediating effect was not regulated by center-degree. When the outcome variable is trust and support and definitely worth, affinity’s mediating effect is regulated by center-degree. When the outcome variable is others, affinity’s mediating effect is not regulated by center-degree.6. Betweeness-degree does not have a regulatory role in the relationship among class environment perceptipn, friendship quality and affinity.Based on these results, the study concluded:1. Student’s perception of classroom-environment can be divided into three categories:positive, general and issue. Friendship quality and affinity has significant differences in the type The middle school students’ perception of class-environment can explain the variation of friendship quality and affinity strengths.2. Affinity strength plays a fully mediator between the middle school students’ perception of class-environment and their friendship quality. The mediating effect has distinction between different dimensions.3. Affinity’s mediating effect is regulated by students’ center-degree negatively. Its regulatory role has distinction between the different dimensions.