Study Of Primary Scholars' Self-conception And Peer Relationship: Through Intervention

This research focused on the question of primary scholars' peer relationship andself-conception. It is based on lots of the related issues reading, and some theories aboutself-conception. Self-conception and peer relationship are very important to thechildren's socializing progress. So this issue tries to explore the characteristics ofprimary scholars' self-conception and their peer relationships. Using sociometry procedure to measure children's peers relationship, andPiers-Harris Children's self-concept Scale to measure children's self-conceptions. Alldata were analysed by SPSS 11.5. The result showed: 1) primary scholars' globalself-conception and academic achievement's correlation is significant; 2) globalself-conception and peers relationship's correlation isn't significant; 3) there is asignificant correlation between social self-conception and peers relationship. After a month's interventions on children's self-conception or social skills, usingone-way ANOVA analysed the result, we found: 1) the group which was intervened withself-conception has a significant improvement on the global self-conception, whencompare to other groups. 2) Short-term intervention on the social skills doesn't improvechildren's peers relationship, and has no effect on self-conception (include it'ssub-dimensions). We should improve our present courses or methods on psychology education, sothat we can effectively improve children's social skill and specified capabilities, andtheir self-conception. Further more, we provided some useful suggestions to improveour present education.