The Relationship Between High School Students' Personal Planning And Comprehension Of Social Support And Problem Behavior

Personal planning refers to the process how one realizes his future objectives. Senior high school students are facing questions like further education, working, and romantic relationships, and their personal planning relates to their future development direction, so it’s very important to understand the characteristics of their personal planning. In addition, one’s behavior is influenced by environmental conditions, and this process is also influenced by individual factors. Perceived social support, personal planning and problem behavior are the three factors of environment, individual and behavior respectively. And further research should be conducted on the roles that personal planning plays between perceived social support and problem behavior.Existing research showed that one’s goals and in-depth level of future planning wouldn’t be affected by his degree of social support perception, but the positivity of personal planning might reduce the generation of senior high school students’problem behavior. On this basis, this study adopted questionnaire investigation method, selected465senior high school students in Heilongjiang province, and used statistical analysis and structural equation modeling for data processing to explore senior high school students’ characteristics of personal planning under Chinese culture, and analyzed in detail the age, gender and urban or rural differences; moreover, this study also discussed the relationships among personal planning, perceived social support and problem behavior.The results are as follows:1.Based on the sample of senior high school students, this study revised the problem-behavior questionnaire of Achenbach’s and Cui Lixia’s, and four factors were included in this questionnaire:School maladjustment, Depression-anxiety, sociation problems and Aggressive behavior. This questionnaire had a good reliability and validity.2.In personal planning, senior high school students paid the most attention to the investment on future education and family domains, then were the investment on career, the exploration of career and education, and the least was to the exploration of starting a family or marriage domain.3.Significant differences existed in age, gender and urban or rural factors. Girls’ scores on education exploration, education investment and career exploration were significantly higher than boys’; the exploration and investment on education and career increased with ages. Urban students’ exploration and investment on education and career were significantly higher than rural students. Students whose fathers’ education levels were higher would have more positive personal planning.4.There existed a significant relevance among senior high school students’ personal planning, perceived social support and problem behavior. Personal planning and perceived social support had a backward prediction of the generation of problem behavior.5.Senior high school students’ personal planning had partial intervention between perceived social support and problem behavior. The perceived social support of senior high school students not only directly influenced problem behavior, but also indirectly influenced it through their personal planning.