A Study On The Relationship Between Interpersonal Trust, Positive Psychological Quality And Social Adjustment Of Middle School Students With Left-behind Experience

Psychologists believe that the care and encouragement of early parents can influence the early development of the individual.This kind of support and care is conducive to fostering the sense of security and trust of the individual.Middle school students with left-behind experiences have different levels of parental absence during the stay,and they have difficulty in feeling the care and supervision of their parents.Traditional psychology believes that the past staying experience has a great negative impact on many aspects such as interpersonal communication and social adaptation.And this negative impact is persistent.However,in the same unfavorable environment,there are still well-behaved groups within the left-behind children.As an individual of growth and development,left-behind children also have the power to grow and have the potential for positive development.Left-behind children have the same good development momentum and possibility as other children.In the face of the phenomenon and problems of left-behind children,we can not only focus on the negative impact of staying behind,but also on the basis of the current reality of rural society,we can see some positive factors that parents may face when they go out to work.Therefore,this study will explore the relationship between interpersonal trust,positive psychological quality and social adaptation in the left-behind experience from the perspective of positive psychology.This will provide a basis for the mental health development of the group,and also provide reference for the education and intervention work of the left-behind groups.The research results are as follows:1.The self-edited "Adolescent Positive Psychological Quality Questionnaire" contains 23 items,6 dimensions.The internal consistency reliability of the questionnaire is 0.867,the internal consistency reliability of each dimension is greater than 0.8,the split-half reliability of the questionnaire is 0.812,and the split-half reliability of each dimension is greater than 0.7.2.The social adaptation of left-behind students was good and the development of positive psychological quality was good.Except for the dimension of self-confidence,love and sympathy,the other four dimensions were higher than the theoretical mean,but the degree of interpersonal trust of left-behind students was lower.3.Gender,grade and frequency of contact with parents have significant effects on social adaptation of middle school students with left-behind experience,and the starting time of staying has a significant effect on interpersonal trust of middle school students.4.Interpersonal trust and positive psychological quality will affect the social adaptation of students in the left-behind experience,but the positive psychological quality has a greater influence and plays a partial intermediary role between interpersonal trust and social adaptation.Based on the above results,the study draws the following conclusions:1.The self-edited "Adolescent Positive Psychological Quality Questionnaire" has a good reliability and validity index,which can be used as an effective measurement tool for the positive psychological quality of middle school students.2.The social adaptability and positive psychological quality of middle school students in the left-behind experience are good,but the development of interpersonal trust is poor.3.The left-behind experience has a significant impact on the interpersonal trust and social adaptation of the left-behind students,and the impact is related to the specific staying situation.4.The social adaptation of middle school students with left-behind experience is influenced by interpersonal trust and positive psychological quality,but the influence of positive psychological quality is greater.Positive psychological quality plays a part in mediating the influence of interpersonal trust on social adaptation.