The Research On Family Factors And Psychological Adjustment Of Left-behind And Living-with-parents Middle School Students

The definition of psychological adjustment is that when the outer environment has changed, the subject through self-regulating system reacts actively and effectively by using assimilation and accommodation, thereby the subject will better accord with the requires of environmental changes in cognition, affection and behavior, and then achieve a newly balance between subject and environment, and ultimately improve the subject's development. Family environment is also called family psychological situation, family subjective situation and family psychological atmosphere. In this research, family environment refers to family atmosphere, and is the social and cultural characteristics of family. "Left-behind children" is the focus of studies in recent years. In the present research, Left-behind middle school students are defined as that middle school students are looked after by their parent, other guardians or themselves because their parents one or both have gone out for job, business, study or work. Based on the achievements and deficiencies of past studies, the present research made an investigation on parenting styles, family environment and psychological adjustment of Left-behind and Living-with-parents middle school students from the perspective of family ecological environment. Thus, to some extent it can enrich the domestic relative studies and also afford some empirical evidence to school teaching and mental health work.The research randomly adopted 16 classes ranking from seventh to ninth grade at five middle schools in Loudi City and Shuangfeng County, and lastly got 907 available subjects. It used questionnaire survey to make an investigation on the relationships of parenting styles, family environment and psychological adjustment, in order to investigate the characteristics of psychological adjustment and its relationships with parenting styles and family environment of Left-behind and Living-with-parents middle school students. The analysis of the data was conducted by T-test, multivariate analysis of variance and multiple-regression analysis. The results are as follows:1. Significant differences between Left-behind and Living-with-parents middle school students were observed for psychological adjustment. Gender and grade differences for psychological adjustment were also identified in Left-behind middle school students, but no significant differences were observed between city and country. Gender, grade and urban-rural differences were founded in Living-with-parents middle school students for psychological adjustment.2. Significant differences were discovered between Left-behind and Living-with-parents middle school students for father's caring style, such as father's punishment and over-protection, but no significant differences were founded for mother's parenting style. Gender, grade and urban-rural differences were observed both in Left-behind and Living-with-parents middle school students for parenting styles.3. No significant differences between Left-behind and Living-with-parents middle school students were observed for family environment. Gender, grade and urban-rural differences were identified both in Left-behind and Living-with-parents middle school students for family environment, but the ways were different.4. In the family ecological environment, mother's parenting style such as mother's warmth and rejection had the strongest prediction to psychological adjustment of Left-behind middle school students; father's and mother's parenting styles such as parents' punishment and mother's rejection had the strongest prediction to psychological adjustment of Living-with-parents middle school students; Cohesion had the strongest prediction to psychological adjustment of Left-behind and Living-with-parents middle school students.