The Relationship Between The Psychological Status Of Junior Middle School Students And The Relationship Between Teachers And Students And Peer Relationship

At the stage of junior middle school, the students will experience a psychological development called weaning period. In addition to parent-child attachment, the students’ relationship with their teachers and peers has become the most important interpersonal relationships. As a result of this, the quality of the relations will have a significant impact on middle school students ’ physical and mental development, which not only determines their development of social ability and adaptability, but ultimately affect the effectiveness of the quality-oriented education as well.Life position refers to each individual’ beliefs on themselves, others, or their conclusions of the world. Existing research indicates that from the perspective of psychological development, the characteristics of life position can affect individual’s interpersonal interaction. That is to say, life position will psychologically influence the development of middle school students’ relationship with their companions and teachers. The research aims to investigate the life position of junior middle students, the characteristics of peer relationship and teacher-student relationship, and the characteristics of their relations with peers and teachers, and attempts to explore the interactions of the relations from the perspective of life position.The research adopts questionnaire method and selects a total of 450 students(key schools and non-key middle school in Shenyang city) as subjects. In the research, 450 questionnaires are distributed, and of them 390 are valid. The results indicate that:(1) Life position of junior middle school students is: I + U + type accounts for 77.7%, I + U- type, 5.9%, I-U + type, 9.7%, and I-U- type, 2.8%. Through the statistics the research finds that most of the primary middle school students have a positive and health life position, and there exist no significant differences both in terms of gender and grade among the students. In the dimensions of I+ and U+, the ones from key schools achieve higher scores than those from non-key schools. In dimension of U+, the students as the only child also have a higher mark than their peers from non-only child families.(2) There are no significant differences in companion relationship in terms of gender, school, grade, whether or not one-child, etc. among junior middle school students.(3) There are no significant differences between teachers and students of junior middle school in terms of gender, the stratum of their school and number of children. The teacher-student relation of grade eight and grade nine is significantly closer than that of grade seven. The teacher-student relation is a little less closed than that of grade eight.(4) The life position of junior middle school students has closed correlation with their peer relationship and teacher-student relationship.(5) The life position of junior middle students has an equal foreseeing effect both upon the teacher-student relations and peer relations.