A Intervention Study On The Developmental Characteristics For The Social Self-Concept Of Liushou Junior High School Students

Socialization is the main task in development of junior high school students and senior high school students.Parents,peers and teachers are the major motion in the process of socialization,parent-child relationship,peer relationship and teacher-student relationship become the major social support system.Liushou children socialization may be slower because of the missing of parent-child education.There has related literatures about adolescent social self-concept at native which has been systemic researched.There is no related research about the liushou children social self-concept, especially the implicit social self-concept,neither be the relational research between social self-concept and parent-child relationship,peer relationship,teacher-student relationship.The aim of this research is to know about the structure character between explicit and implicit social self-concept,to find about the relations among the explicit and implicit social self-concept,parent-child relationship,peer relationship, teacher-student relationship;furthermore,to deeply research how can peer interactions intervene counseling infect the explicit and implicit social self-concept.The present study procedures are as following:from literature analysis to propose the studying questions and hypothesis,and to design and implement the studying plans, and to analyse the studying outcomes and confirm the hypothesis.Based on the implicit association test(IAT) and interviewing with students,sorting and filtering assorted entries,the researcher edits the computer program of implicit social self-concept test in order to investigate implicit social self-concept of secondary school students. Furthermore,five questionnaires are used in present study,such as Adolescent Social Self-concept Questionnaire,Parent-child Cohesion Questionnaire,Parent-child Conflict Questionnaire,Friendship Quality Questionnaire and Teacher-student Relationship Questionnaire(Student Edition),in order to investigate the effects of parent-child,peer and teacher-student relationship for explicit and implicit social self-concept in liushou junior high school students.The implementation of peer interactions intervene counseling for liushou junior high school students according to the aforementioned survey data,aim at improving their social self-concept.Based on comprehensive analysis of these studying results,this paper has the following conclusions:(1) There is a separate structure between explicit and implicit social self-concept of junior high school students.(2) The study shows that there is significant difference in implicit social self-concept between liushou and feiliushou junior high school students.but there is no significant difference in explicit social self-concept.(3) There is significant difference in separation of explicit and implicit social self-concept between liushou and feiliushou junior high school students,the separation of liushou junior high school students is larger.(4) The study shows that there is significant correlation between explicit social self-concept of liushou junior high school students and help accompany,intimate communication,affirmative value,trust and respect,intimacy,reactive.Help accompany,intimate communication,intimacy can significantly forecast explicit social self-concept,and peer relationship's forecast is the greatest.(5) Implicit social self-concept has significant correlation with frequency of mother-child conflict,extent of mother-child conflict,conflict and betray.Mother-child conflict,conflict and betray can significantly forecast implicit social self-concept.(6) Peer interactions intervene counseling plays a very good role on the social self-concept development of liushou junior high school students,and helps liushou junior high school students improve explicit and implicit social self-concept.In one word,the innovations of the research are as following:the first innovation is in the paradigm,the study designed the content system through using the reference about research of social self-concept and implicit social cognition,which has deepened the study to social self-concept and extended the scope of implicit social cognition research.The second innovation is in the method,the mix of different methods,such as document analysis,interview,implicit associational test,questionnaire,avoided the limits of using just one method.Especially,adopting implicit associational test is prodigious achievement compared with past research.The third innovation is in the content,distinguished the difference in social self-concept between liushou and feiliushou junior high school students,and designed the peer interactions intervene counseling for liushou junior high school students,there has the practical significance for liushou children psychological health and development of socialiation.