The Relationship And Intervention Of Peer Relationships,Empathy,and Social Behavior In Middle School Students

In recent years,prosocial behavior has become a hot topic in the study of many scholars,and the research on its related influencing factors has attracted people’s attention.Among them,existing theories and studies have found that peer relationship and empathy are two important factors affecting prosocial behavior.Prosocial behavior is also of great significance to the healthy development of adolescents.There are many studies on prosocial behavior targeting junior high school students,but the influence mechanism of peer relationship and empathy on prosocial behavior needs to be further studied.In this study,on the basis of discussing the peer relationship,the relationship between empathy and prosocial behavior,as well as the specific role of empathy in peer relationship and prosocial behavior,group counseling intervention aimed at improving the empathy ability of junior middle school students is carried out,so as to promote the prosocial behavior of junior middle school students.This study can provide academic materials for the academic circle to discuss the prosocial behavior intervention of junior high school students and enrich the research of academic community.This study is mainly divided into two parts.The first part focuses on the current situation and relationship of peer relationship,empathy and prosocial behavior of junior high school students.A total of 1498 junior high school students from six junior high schools in Hefei,Lu ’an and Liaocheng were surveyed by self-report questionnaire,and then the collected questionnaire data were processed and analyzed.The second part is an intervention study on the empathy ability of junior high school students.40 subjects were screened by means of recruitment and scale and randomly divided into two groups with 20 people in each group.The experimental group was given group counseling,while the control group was treated without empathy,and then data processing and analysis were conducted to test the intervention results.The results are as follows:(1)The prosocial behavior of junior high school students is higher than the average,and there are significant differences in whether they are in charge of class cadres,and in the aspects of self-assessment performance,while there are no significant differences in gender,grade,whether they are the only child or not,or growth environment.(2)The peer relationship of junior high school students is at the middle level,and there are significant differences in grade,class leader or not,and self-rated academic performance.(3)The empathic ability of junior middle school students is above the average level,and there are significant differences in three demographic variables: gender,class leader or not,and self-rated academic performance.(4)There is a significant negative correlation between prosocial behavior and peer relationship,and a significant positive correlation between prosocial behavior and empathy;There is a significant negative correlation between peer relationship and empathy.(5)Peer relationship can negatively predict prosocial behavior,and empathy can significantly predict prosocial behavior.Empathy plays a partial mediating role between peer relationship and prosocial behavior.(6)The scores of empathy and prosocial behavior in the experimental group were significantly improved after intervention.Conclusion:(1)The peer relationship,empathy and prosocial behavior of junior high school students are generally good.(2)Peer relationship,empathy and prosocial behavior of junior high school students.(3)Empathic group counseling intervention can effectively enhance junior middle school students’ prosocial behavior tendency and increase their prosocial behavior on the basis of improving their empathy ability,so as to verify the feasibility and effectiveness of the program.