A Study On Middle School Students' Opposite Sex Interaction Self-concept And Its Relationship With Mental Problems Of Opposite Sex Interaction

Opposite sex interaction are stable recognition, experience and evaluation developed through interaction with opppsite sex. It's an important part of youngsters' social self. The study of specific part of the social self could enrich the theories of social self. This study aims at investigating the characteristics of middle school students' opposite sex interaction self-concept, and its relationship with mental problems regarding opposite sex interaction. We hope to find the way to prevent and control the mental problems caused by interactions with opposite sex, with improve their opposite sex interaction self-concept.On the basis of literature review, experts' consultation and open-ended questionnaire administration, the theoretical structure of opposite sex interaction self-concept was developed. Followed the theoretical model, the premiere questionnaire was developed and administrated to small sample. With analysis of the results with EFA, the factors of opposite sex interaction self-concept were confirmed and the final questionnaire was developed. The final questionnaire was administrated to a sample of 1304 middle school students. Youngster's Opposite Sex Interaction Mental Problems Questionnaire was also administrated to examine its relationship with opposite sex interaction self-concept.The results of the study are as followings:1. Middle school students' opposite sex interaction self-concept is structured by opposite sex interaction role cognition, affection experience and behavioral adjustment, which is consistent with the theoretical model. The Middle School Students' Opposite Sex Interaction Questionnaire has good reliability and variability.2. In general, middle school students' opposite sex interaction self-concept scores higher than average. The highest score is found on opposite sex affection experience, and the opposite sex interaction behavioral adjustment scored the lowest. 3. The significant gender differences weren't found on general, role cognition and behavioral adjustment of opposite sex interaction self-concepts. There is significant gender difference on affection experience of opposite sex interaction self-concept. Female students have higher scores than male students.4. There are significant family source differences on general and three factors of opposite sex interaction self-concepts. Urban students scored higher than rural students.5. The characteristics of opposite sex interaction self-concepts on grades are: the 8th graders have lower scores, and 10th graders have highest scores. It declines at high school, 12th graders have the lowest score, and significant grade difference on the affect experience and behavioral adjustment self-concepts.6. There are significant negative correlations between middle school students' opposite sex interaction self-concepts and opposite sex interaction mental problems. The affection experience and role cognition have direct impact on opposite sex interaction mental problems. The behavioral adjustment affect the opposite sex interaction mental problems with mediation of role cognition and affection experience.