| In recent years,adolescent psychological crisis events occur frequently,and interpersonal adaptation is an important sign of mental health.There are obvious level differences in interpersonal adaptability of middle school students,but there is insufficient research attention.According to the ecosystem theory,the family is the micro-system that has the greatest direct impact on individual development and is crucial to the development of interpersonal adaptability.Family contingencies of self-worth refers to the extent to which individuals base their self-worth on family internal factors in the family field,that is,the extent to which individuals are affected by family internal factors when conducting self-worth evaluation.Good psychological resilience and emotional adjustment ability have a significant positive impact on individual interpersonal adaptation.Therefore,this study introduces two variables,resilience and emotional adjustment,between family contingencies of self-worth and interpersonal adaptation,and takes 1255 middle school students in Jinhua,Hangzhou and Wenzhou,Zhejiang Province as subjects to explore the status quo,level differences and the impact mechanism of family contingencies of self-worth on interpersonal adaptation of middle school students,Contribute to the improvement of interpersonal adaptability and the development of mental health of middle school students.This study consists of two parts:Study 1: To investigate the current situation and characteristics of interpersonal adaptation of middle school students,and analyze the level differences of interpersonal adaptation among individuals and the differences of demographic variables after the reverse scoring of interpersonal alienation dimension.Using the Interpersonal Adaptation Scale as a measuring tool,this thesis discusses the current situation of interpersonal adaptation and the differences in the six demographic variables of gender,school type,grade,family location(urban/rural),family structure(single parent/double parent),and whether or not only child.Study 2: On the basis of the research on the difference of interpersonal adaptation level of middle school students,the group discussion was conducted based on the total score of interpersonal adaptation(the reverse score of interpersonal alienation dimension).The total sample of 1255 subjects was the overall group,the first 27% of subjects were the high group,and the last 27% of subjects were the low group.The effect of family contingencies of self-worth,resilience,and emotional adjustment on interpersonal adaptation was investigated,and the difference of the influence mechanism between the high group and the low group of interpersonal adaptation was compared.Specifically,the following questions were investigated with the interpersonal adaptation scale,the family contingencies of self-worth scale for middle school students,the resilience scale for adolescents,and the emotional adjustment ability questionnaire for adolescents as the measuring tools:(1)the current situation of the family contingencies of self-worth,resilience,and emotional adjustment of middle school students and the differences between demographic variables.(2)The overall group of middle school students’ family contingencies of self-worth has a correlation with all dimensions of variability,resilience,emotional regulation and interpersonal adaptation.(3)The role of resilience and emotional regulation in the relationship between different dimensions of family contingencies of self-worth and interpersonal adaptation of middle school students in the overall group.(4)Compare the difference of the influence mechanism of family contingencies of self-worth on interpersonal adaptation between high group and low group.The conclusions are as follows:1.The interpersonal adaptation level of middle school students is above the middle level,and the overall situation is good,which is reflected in the high score of prosocial orientation dimension and the low score of interpersonal alienation dimension.There are significant differences in the total score of interpersonal adaptation and the scores of high and low groups in each dimension,and there are great differences in interpersonal adaptation among individuals.In terms of gender,there is no significant difference in the total score of interpersonal adaptation and the dimension of prosocial orientation,but the score of boys is significantly higher than that of girls in interpersonal alienation;In terms of school type,students in general middle schools scored significantly higher than those in vocational middle schools on prosocial tendencies,and students in vocational middle schools scored significantly higher than those in general middle schools on interpersonal alienation;In grade,the interpersonal adaptability of grade 1 is significantly higher than that of other grades.From grade 1 to grade 1,the interpersonal adaptability decreases with the increase of grade,and the interpersonal adaptability of grade 1 is the weakest,and the interpersonal adaptability of grade 2 rises,showing an inverted U-shaped curve;In terms of family location,the pro-social tendency of urban students is significantly higher than that of rural students,and interpersonal alienation is significantly lower than that of rural students.There were no significant differences in interpersonal adaptation among middle school students in terms of whether they were only children or not.2.The right of family contingencies of self-worth of middle school students is above the middle level,and the four dimensions rank its importance as follows:family integration>family relationship>family evaluation>family conditions.In terms of gender,the scores of female students who have changed their sense of self-worth into family evaluation dimension are significantly higher than that of male students;In terms of school type,students in ordinary middle schools pay more attention to family integration and family relationship in self-evaluation than vocational middle schools;In grade,the degree of students’ sense of self-worth contingent on family integration has decreased year by year from junior one to senior one,and has risen in senior two.From junior one to senior two,the proportion of students’ sense of self-worth contingent on family conditions has increased year by year;In terms of family location,urban students more than rural students base their sense of self-worth on family integration and family conditions;In terms of family structure,two-parent students are more likely to change their sense of self-worth into family integration,while single-parent students are more concerned about family evaluation.In terms of whether or not to be an only child,There were no significant differences in the dimensions of contingencies of self-worth of middle school students’ families.3.The resilience of middle school students is generally in good condition,at the upper middle level,with the highest score of positive cognition and the lowest score of emotional control in the five dimensions.In terms of gender,boys scored significantly higher than girls in the total score of psychological resilience,goal focus,emotional control and positive cognition;In terms of school type,except for emotional control,the total score of resilience and other four dimensions of ordinary middle school students are significantly higher than that of vocational middle school students;In grade,only interpersonal assistance has no significant difference in the total score of resilience and all dimensions,while other dimensions have significant differences.In general,the level of psychological resilience in grade one of junior high school is the highest.The level of psychological resilience in grade one of junior high school,grade two of junior high school and grade one of senior high school decreases year by year,and the level of psychological resilience in grade two of senior high school rises gradually.The level of psychological resilience in grade one of senior high school is the lowest point;In terms of family location,the total scores of psychological resilience and family support of urban students are significantly higher than those of rural students;In terms of family structure,students from two-parent families scored significantly higher than those from single-parent families in terms of total scores of psychological resilience,emotional control,family support and interpersonal assistance.There was no significant difference in the resilience and dimensions of middle school students in whether they were alone.4.The overall condition of middle school students’ emotional regulation ability is good,at the upper middle level.Among the six dimensions,the score of emotional regulation self-efficacy is the highest,and the score of emotional control is the lowest.In terms of gender,boys scored significantly higher than girls in the total score of emotion regulation ability and its six dimensions;In terms of school type,the general middle school students scored significantly higher than the vocational middle school students in the total score of emotion regulation ability and the three dimensions of emotion perception,emotion regulation self-efficacy and emotion regulation reflection;In grade,except for emotion control,the total score of emotion regulation and other dimensions of grade one in junior high school are higher than other grades in all aspects;In terms of whether the only child is the only child,the total score of emotional regulation and the scores of emotional evaluation,emotional regulation self-efficacy and emotional control of the only child are significantly higher than those of the non-only child.In terms of family structure and family location,there were no significant differences in the emotional regulation of middle school students and its various dimensions.5.In the overall group,there were significant correlations between the dimensions of family contingencies of self-worth,resilience,emotional regulation and interpersonal adaptation.Among them,family evaluation was significantly negatively correlated with resilience,emotional control,family support and interpersonal assistance;Emotional control was significantly negatively correlated with family relations and family conditions,while others were positively correlated.The dimensions of family contingencies of self-worth in the overall group not only have a direct predictive effect on the interpersonal adaptability of middle school students,but also can indirectly affect interpersonal adaptation through the chain mediation of psychological resilience and emotional regulation.Among them,family integration and family relationship self-worth variability positively predict students’ interpersonal adaptability,while family evaluation and family condition self-worth variability negatively predict students’ interpersonal adaptability.6.There are differences in the mechanism of family contingencies of self-worth on interpersonal adaptation between high and low groups.High-group families can positively predict individual interpersonal adaptation through the full mediation of psychological elasticity,and can also positively predict interpersonal adaptation through the chain mediation of psychological elasticity and emotional regulation.Family evaluation,family relationship,and family condition self-worth variability have no significant predictive effect on interpersonal adaptation.Low-group family integration,family evaluation,and family relationship self-worth variability all affect individual interpersonal adaptability through partial mediation of psychological elasticity,while family condition self-worth variability has no significant predictive effect on interpersonal adaptation.Finally,based on the results of the study,educational suggestions are put forward from four aspects:(1)attach importance to family relations and create a good family atmosphere;(2)Reduce others’ comments and provide unconditional positive attention;(3)Educate and guide in many ways to cultivate a correct material outlook;(4)Enhance psychological resilience and improve the ability of emotion regulation.It provides practical guidance for the improvement of interpersonal adaptability of middle school students.At the same time,it also summarizes the limitations and shortcomings of this study and puts forward further research directions. |
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