Relation Between Junior High School Students' Interpersonal Competence, Academic Achievement And Developmental Contexts

Interpersonal competence is a major part of one's social competence and the important driving force for one's successful socialization and adaptation to the society, while academic achievement is the core indicator of one's learning ability and adaptation learning process. These two are the key aspects of teenager's individual development and also significant for them to get adapted to the society in the future. For each individual junior high school student, adaptability in various aspects gets developed in different degrees in the double developmental contexts of family and school and gets manifested as division of interpersonal competence and difference in academic achievement. Thus, a systematic study of the junior high school students' interpersonal competence and academic achievement has its theoretical and realistic significance for the improvement of the future social development.Based on a questionnaire survey and peer nomination of 586 junior high school students, this study establishes and validates a theoretical model through a structural equation model and explores the interactive relationship model of junior high school students' interpersonal competence, their academic achievement and the developmental contexts of these two factors. The results show:(1) significant grade difference and gender difference can be found in junior high school students'interpersonal competence with girl students better than boy students and students in grade two better than three grade; significant gender difference can be found in student academic achievement with girl students greatly better than boy students; the correlation between junior high school students' interpersonal competence and their academic achievement is significant;(2) junior high school students'interpersonal competence can be easily predicted by parenting and interpersonal competence plays a positive predictable role in teacher-student relationship and peer acceptance;(3) parenting, teacher-student relationship and peer acceptance play a striking predictable role in students'academic achievement;(4) the structural equation model indicates that the interpersonal competence of junior high school students is directly influenced by their family teaching environment and then exerts influence on other contextual factors with that junior high school students'academic achievement is influenced by various factors of their developmental contexts in a direct or indirect way and individual development is systematically influenced by its contextual factors.