A Study On The Social Responsibility Structure And Its Developmental Characteristics Of Middle School Students

Social responsibility is the correct perception to individual responsibility's bearing level in social public life, and it can be reflected out through emotion and behavior. The level of citizens' social responsibility is an important criteria of judging social civilization. Studying social responsibility is the need of social development, the need of middle school students' healthy growing up, and the need of social developments' theory and practice.This study is to explore middle school students' social responsibility structure and its' developmental character. On the basis of existing studies, conclusions of half open-ended and half close-ended inventory survey etc. This study brings out the theoretical construction of middle school students' social responsibility. According to this theoretical construction, we edits the formal questionnaire of middle school students' social responsibility. Through the investigation to 722 middle school students, this study explores the developmental characters of middle school students' social responsibility. Through using real situation method and interview method, this study testifies the behavioral characters of middle school students' social responsibility. The research conclusions are as following:1. The middle school students' social responsibility questionnaire has good reliability and validity. By factor analysis, we obtain 9 factors: evaluation, self-control, efficacy, sensitivity, flexibility, reflection, activity, independence and insistence, whichis roughly consistent to the 10 factors of our theoretical construction.2.The sex differences exist in the middle school students' social responsibility. On the whole, female students are higher social responsibility than males.3.Differences of social responsibility exist outstandingly among those who are from different grades. The social responsibility of senior two is the best, and junior one is poorest. The developing tendency is scaling: senior two> senior three >senior one >junior two>junior three> junior one.4.On the whole, there are no differences between city origin students and countryside origin students. Countryside origin students are apparently higher than city origin students on activity and efficacy.5. As a whole, there is no difference from key middle school to common middle school. Key middle school students are higher than common middle school students on evaluation, flexibility and independence. Common middle school students are higher than key middle school students on reflection and activity.6.From the view of observing experience and individual interview, there are differences on explicit behavior of activity, insistence, independence and self-control of middle school students' social responsibility.