A Study On The Relationship Among Peoples' Ethnic Identity, Peer Interaction And Academic Performance Of Lisu Nationality Middle School Students

In this study,“National Identity Questionnaire”,“peer interactionQuestionnaire”and “academic performance self-assessment questionnaire”on the Nujiang744junior high school students were surveyed, of which438Lisu, Bai237, Nu68. The purpose is achieved by self-assessmentaspects of the characteristics and Bai, compare Nu students study Lisustudent’s ethnic identity, peer interaction and academic performance, andexamines Lisu student peer interaction in ethnic identity affect theacademic performance of the intermediary role.The results showed that:(1) Lisu ethnic identity of students to explore there was a significantdifference between Bai, Nu students to explore national identity.(2) Lisu students on the emotional aspects of the family of a sense ofbelonging, attachment and other than Nu students’ sense of belonging totheir ethnic, obviously a strong sense of attachment, but compared withBai students, there is no significant difference.(3) on peer interaction, student prize there is no significant difference,prize students, peer interaction of boys and girls is not significantdifference.(4) prize student’s academic performance there was a significantdifference in self-assessment grade, but the differences between peoplesdoes not exist.(5) Lisu students, affect their academic performance of ethnic identityis direct, not through peer interaction play a role. For the Bai ethnicstudents, peer interaction fully mediated effects in influencing nationalidentity in their academic performance.