The Research On The Relationship Among Self-concept, Pro-social Behavior And Social Adaption Of College Students

Self-concept is the understanding of relationship between an individual society and others, it is the subjective perception of individual's various aspects of self.Pro-social behavior is that the behavior all consistent with social expectations and benefit for others, groups or society, including cooperation, sharing, helping, donation, humility, sympathy, compassion and so on. Social-adaption is the positive interaction between the individual and the social environment , is a good relationship status, is a harmony state between inner individual and outside society during the interaction between individuals and the outside world. In order to investigate the relationship between self-concept, pro-social behavior and Social-adaption,in this study, college students were tested for the study. The test materials are "Tennessee Self-Concept Scale", "the tend of pro-social behavior questionnaire," and "The Social Adaption of colleage students Scale" . The colleage students'Self-concept , pro-social behavior and social adaptation were investigated with questionnaire. The results are as follows:1.The characteristics of colleage students'Self-concept: (1)The whole reached a higher level , form high to low scores in the following order: family self, moral and ethical self, self-identity, psychological self, physical self, action self, self-satisfaction, social self, self-criticism; (2)In the gender, grade,and academic qualifications there are significant differences,not in the professional. Gender differences embodied in the various dimensions and total score of self-concept. Grade difference embodied in the ethical self, social self and self-criticism. Educational differences embodied in self-identity, self-action, family self, self-criticism and the total score.2. The characteristics of colleage students'Pro-social behavior: (1)The whole reached a higher level , form high to low scores in the following order: emergency, emotional, compliance, anonymous, altruistic and Public; (2)In the gender, grade,and academic qualifications there are significant differences,not in the professional. Gender differences embodied in the dimensions of public, compliance, emotional and urgent. Grade difference embodied in the dimensions of anonymous, compliance, emotional, emergency and total score. Educational differences embodied in the dimensions of public, anonymous and urgent . (3)Part of dimensions have significant interaction between gender, grade and professional . 3. The characteristics of colleage students'Social adaptation: (1)The whole reached a higher level , form high to low scores in the following order: Self-adaptation, emotional adaptation, interpersonal adaptation, learning adaptation, career adaptation, satisfaction and adaptation of campus life;(2)In the gender, grade,and academic qualifications there are significant differences,not in the professional. Gender differences embodied in interpersonal adaptation, learning adaptation, adaptation of campus life, career adaptation, satisfaction and total score. Grade difference embodied in interpersonal adaptation, learning adaptation, adaptation of campus life, career adaptation, self-adaptation and total score. Educational differences embodied in the various dimensions of social adaptation and the total score; (3)Part of dimensions have significant interaction between gender and professional .4. There is a significant correlation between self-concept and pro-social behavior, self-concept and social adaptation, pro-social behavior and social adaptation.5. Self-concept is a significant predictor to pro-social behavior; Self-concept is a significant predictor to social adaptation; Pro-social is a significant predictor to social adaptation.6. Self-concept through pro-social behavior impact social adaptation, pro-social behavior partly plays intermediary role between self-concept and social adaptation.