The Relationship Between Campus Exclusion And Problem Behavior Of Junior Middle School Students

In the process of exploring the development of adolescents' socialization,problem behavior has always been the focus of researchers' attention.At present,the research on adolescent problem behavior mainly focuses on external environmental factors and internal factors.Campus,as an important social place for junior high school students,is a key factor affecting junior high school students' problem behaviors.Campus environment is closely related to adolescents' problem behaviors.Because of its universality and seriousness,campus exclusion has attracted wide attention.On the one hand,exclusion can directly trigger the anxiety,depression and even aggressive behavior of the excluded individuals.On the other hand,campus exclusion reduces individual's sense of social connection,belonging and control,and further leads to the occurrence of internalization and externalization of excluded individuals.As a kind of interpersonal style,callous-unemotional trait has a certain impact on the internalization and externalization of problem behaviors of junior high school students.Based on this,this study intends to explore the mediating role of callous-unemotional trait in campus exclusion and problem behaviors of junior high school students from the perspective of campus environment.In addition,the comprehensive theory model of problem behavior points out that perceived social support,as an external environmental variable regulating junior high school students' adaptive behavior,interacts with junior high school students' own factors to influence junior high school students' problem behavior.Therefore,based on the comprehensive theoretical model of problem behavior,this study examines the moderating role of perceived social support in school exclusion,callous-unemotional trait,internalization and externalization of problem behavior of junior high school students.In this study,1253 junior high school students from 6 middle schools were surveyed by questionnaires.The data were analyzed by independent sample t-test,one-way ANOVA,stepwise regression analysis and simple slope method.The results show that:(1)The internalization problem behavior of junior high school girls is higher than that of boys,and the externalization problem behavior of junior high school boys is higher than that of girls.The higher the education level of father,the lower the externalization problem behavior of his children.The higher the education level of mother,the lower the internalization and externalization problem behavior of his children.(2)Campus exclusion has a positive predictive effect on internalization problem behavior,externalization problem behavior and callousunemotional trait;perceived social support has a negative predictive effect on campus exclusion,internalization problem behavior,externalization problem behavior and callous-unemotional trait.(3)The callous-unemotional trait partially mediates the school exclusion and the problem behaviors of internalization and externalization of junior high school students.(4)Campus exclusion is regulated by perceived social support in the second half of the mediating effect of unemotional factor on the internalization of junior high school students;campus exclusion is regulated by perceived social support in the second half of the mediating effect of the internalization of junior high school students through callous-unemotional trait characteristics.