The Study Of The Relationship Between The Problem Behaviors Of School Students In Rural Area And The Social Support

With the further deepening of reform and the fast development of our economy, the way of life and production, social environment of rural areas have undergone great changes, however, problem behaviors of middle school students in rural areas as a big problem has also emerged and become increasingly prominent. Problem behaviors have great negative effect on teenagers'physical and mental health. It will not only hinder students'socialization, personality and cognitive development, but also affect the normal teaching and learning practice, and may even induce students to commit crimes. Therefore, this study of problem behaviors of rural middle school students is of great significance to the students'physical and mental health, to their family's happiness and harmony, to the management of middle schools in rural areas, and to the stability and development of our society. This study, through a questionnaire survey, investigated 800 students from 8 middle schools (4 junior and 4 senior) in rural areas of Henan Province, probed into and analyzed the correlation between the current situation of the students' problem behaviors and social support. The result shows that:(1) Problem behaviors in middle schools of rural areas are prevalent. Among them, maladjustment of study, test anxiety, and nervousness are serious; delinquent behavior, aggressive behavior, withdrawal behavior are relatively less prominent.(2) There are significant differences of problem behaviors between students of different genders, grades, and family structures. Boys are more apt to have maladjustment of study, aggressive behavior, and delinquent behavior than girls, and less test anxiety; the second year of junior middle school is the most likely period for the emergence of problem behaviors, followed by the second year of senior middle school; students from single-parent families have more problem behaviors than those from two-parent families.(3) There are significant differences of social support between students of different genders, grades, and family structures. The level of social support for boys is lower than that for girls. Students of Grade One in junior middle school and Grade Two in senior middle school get the most social support, and those of Grade Two in junior middle school get the least. Students with two parents get more social support than those with single parent.(4) There is a significant negative correlation between the different types of problem behaviors and the various factors of social support.(5) Though different types of social support can all predict the problem behaviors of middle school students in rural areas negatively, their predicting power are not the same, with the subjective support as the best one, and the utilization of support the second.