A Study On The Influence Of Elementary Students’ Interpersonal Relationship On The School Belonging

In the process of gradually independent of children in elementary school, the students who have the high sense of school belonging can adapt to the new life more quickly, and have more positive self-development and growth than the lower school belonging students. On the contrary, they have more adverse reactions when adapting to the environment, such as easy tiring, grumpy, significant attack behaviors and so on. The bad mood and behavior would be a serious impediment to the development of children’s intellectual and social formation. So exploring the way to improve the primary school belonging is of great significance.This research adopts the single factor experiment design, taking the relationships for the independent variable, the school belonging for the dependent variable, to explore whether the interpersonal relationship is one of the important factors that affect the school belonging. Give out Children’s Loneliness Scale redacted by Asher and School Belonging Questionnaire redacted by Guo Guangsheng to students in Grade four and five of a suburban county primary school in Tianjin. Collect221valid questionnaires. Define all participants scored after27%of the subjects for the weaker sense of belonging subjects, and divide chosen40subjects into two groups, respectively for interpersonal group counseling and general group guidance (to discover self). Once a week,45minutes each time, for a total of six group activities and then retested these two scales to observe the change of interpersonal and school belonging.By analyzing the experimental data, we get the following conclusions:(1) the fourth Grade and fifth Grade’s school belonging have some qualitative differences in primary school. By contrast, grade five students’ school belonging is lower. Boy’s sense of belonging is lower than the girl. This is consistent with the existing research results.(2) the relationships of the boys in primary school Grade four or five relatively poorer than girls’, but the grade and whether it is an only child don’t affect interpersonal relationships of students.(3) the interpersonal group counseling rather than generally group counseling can effectively improve the elementary student’s school belonging. Our hypothesis is verified by the experiments, demonstrating that the relationships between primary school students are an important influence factor of the school belonging and that through group counseling can effectively change the relationships between the classmates.In general, interpersonal group counseling is very effective to reduce the loneliness of students, effectively changing their interpersonal relationship. And the sense of school belonging of pupils who had the interpersonal group counseling improves significantly greater than that of the students in general group counseling. Thus we can through interpersonal group counseling to improve primary school students’ interpersonal relationships, and then improve school belonging. Through group counseling, so to speak, therefore, improves the elementary student’s interpersonal relationship, effectively changing the students’ school belonging.