The Scale And Developmental Characteristics Of Junior High School Students' Rejection Sensitivity

The participants of this study were junior high school students; the purpose is to develop a scale of junior high school students' rejection sensitivity which accords with psychology metrology requirements and by this tool to explore the development characteristics of the junior high school students' rejection sensitivity. In the research methods, firstly, based on Chinese social and cultural backgrounds, we construct the composed traits of junior high students' rejection sensitivity, then designed the "Junior High School Students' Rejection Sensitivity Questionnaire" according to the strict and standard psychometric process, and by using the method of the questionnaire measurement and context-created experimental observation to investigate the development traits of junior high school students' rejection sensitivity. Based on the items analysis, confirmatory factor analysis, reliability and validity analysis of "Junior High School Students' Rejection Sensitivity Questionnaire"; and the analysis of individual difference, gender and age group differences, as well as the differences of rejected situation for contacting objects and the impact of junior high school students' rejection sensitivity on their social interaction will, we reached the following research conclusion:(1) "Junior High School Students' Rejection Sensitivity Questionnaire" contains three subscales; they are 'being anxious about rejection' subscale,'being angry for rejection' subscale and'expecting to rejection' subscale. And each assessment structures of subscale contains four rejected situations in which the interacting objects respectively are the same-sex peers and that of heterosexual peers, as well as that of parents and teachers. (2) "Junior High School Students'Rejection Sensitivity Questionnaire" has good reliability and validity which is according with the psychology metrology requirements. So, it can be used as a measure of effective tool for junior high school students' rejection sensitivity. (3) There is largely individual difference between the developments of junior high school students'rejection sensitivity. The minor junior high school students have not obvious rejection sensitivity. The rejection sensitivity of most junior high school students sets in the medium level and few junior high school students has the tendency of high level of rejection sensitivity. (4) The level of junior high school students'rejection sensitivity would gradually increase when they are in the face of same-sex peers, heterosexual peers, teachers and parents; as they are in the face of the rejection from adults, for instance, parents, teachers, etc, they would show high rejection sensitivity, but when confronted with the rejection of same-sex peers and heterosexual peers, they would have lower rejection sensitivity. (5) The higher junior high school students' rejection sensitivity has, the less social interaction will after being rejected. (6) Regardless of the extent of individual's rejection sensitivity, heterosexual intercourse rejection have destructive effects on to social intercourse, but same-sex association rejection only have destructive effects on junior high school students with higher rejection to sensitivity. (7) The higher level junior high school students'rejection sensitivity has, the more destructive effect on social interaction will of same-sex rejection compared with heterosexual rejection.