A Research On Junior Middle School Students’ Self-verified Strategy And Peer Relationship

Self-verification is defined by American scholar Swann the last century. Self-verification refers to the individual to seek consistency between self-perceptions or between self-perception and the obtained information: we try to make people understand who we are or believe what people we will become. Swann found tow strategies in the self-verification process at the beginning of this century: creating social environments and biased information processing.Based on Swann’s studies,This study takes junior high school students as the research object, in order to study what self-verification strategies to use.There is a close relationship between peer relationship and self-concept, self-consciousness Peer relationship is conducive to the establishment and development of self-concept and self-concept will affect the situation of peer relationships of junior high school students, Self-verification can affect the peer relationship of junior middle school students directly or indirectly through the influence of self-concept. Through our study about self-verification and peer relationship of junior high school students,we aimed to find some guides of the establishment and development of the self concept, to improve their peer relationship.This study adopts the Questionnaire survey method. Firstly,we designed the questionnaire to junior high school students self-verification strategy. We improve the questionnaire through the initial test, and ensure the reliability and validity of the questionnaire. Secondly, we revised peer relationship questionnaire.Thirdly, we tested junior school students used the questionnaires. Finally, we analyzed and discussed the results and draw relevant conclusions. The research studied the self-verification strategy, peer relationship and draw the following conclusions:Self-verification strategy is multi-dimensional. Through exploratory factor analysis, it includes three factors.(1) Selecting communication objects.The junior high school students take selecting object as a strategy in the process of self-verification;(2) Selective information or distorted information.The junior high school students take Selective information or distorted information as a strategy in the process of self-verification;(3) Creating communication environment.The junior high school students take creating communication environment as a strategy in the process of self-verification.The reliability and validity of between each dimension and the total questionnaire meet the requirementsThe junior high school students show the self-verification strategies.(1) Gender aspects,It showed a certain gender differences, boys showed more significantly than girls.(2) grade aspects.It showed some differences.On the dimension of selective information or distorted information, Grade7were more significant than Grade9; On the dimension of creating communication environment, Grade7were more significant than Grade8.(3) Students in different urban and rural areas showed no significant differences. They mainly used Selective information or distorted information strategy or Creating communication environment strategy.The relation between self-verification strategies and peer relationship:(1) The relation between Selecting communication objects and each dimension of peer relationship showed no or mild negative correlation;(2) The relation between creating communication and each dimension of peer relationship showed a significantly positive correlation.So was Selective information or distorted information (3) we can use the self-verification strategies to predict peer relationship status.