The Study On The Relationships Among Self-esteem, Interpersonal And Academic Pressures Of Junior High School Students

Objective: To investigate the influencing factors and interrelationship amongself-esteem, interpersonal and academic pressures of junior high school students. Methods:This study used the questionnaires of sample survey way to3junior high schools in TangshanCity, a total of200valid questionnaires. Scales used in the study include the "self-esteem"scale and" Comprehensive Diagnostic relationships " Scale of Huang Xiting,"Stressor Scaleof Students"scale of Chen Xu,using Spss16.0of the collected data for statistical analysis.The study concluded:(1) Academic pressure: the pressure of competition girls expect pressure and academicstress score was significantly higher than boys (p <0.05); rural students in the requiredpressure, frustration, stress, expectations pressure, and other dimensions of academic stressscore was significantly greater than the score urban schools (p <0.05); non-child’s academicpressure on the whole is greater than the child (p <0.05); with the decline in family economicstatus, students ’academic pressure, affluent students’ academic pressure was significantly lessthan the family general and poor students (p <0.05); with the decline in academicperformance, students’ academic pressure, the top1/4or less pressure on each student’sacademic dimensions are less than other academic levels (p <0.05).(2) interpersonal: girls was significantly higher than boys (p <0.05) in socially troubledareas; communication and interpersonal distress score were significantly impacted different (p<0.05) by family economic, as economic conditions deteriorate, junior communicativedistress and interpersonal total score increases, wealthy student’s interpersonal distress andinterpersonal overall score was significantly lower than the average family, and a bit poorfamilies (p <0.05); conversation plagued by academic influence (p <0.05), with the decline inacademic performance, junior conversation distress scores increased, academic achievementafter1/4to talk to students prior distress was significantly greater than1/4or less (p <0.01),3/4or less troubled student conversation was significantly greater than1/2less (p <0.05).(3) self-worth: boys’overall self-worth was significantly higher than girls (p <0.05); seventh grade student’s personal orientation of general self-esteem, personal orientation ofspecial self-worth was significantly higher than eighth graders (p <0.05); urban studentspersonal preferences of the general sense of self-worth, personal sense of self-worth specialorientation was significantly higher than eighth graders (p <0.05); child’s overall sense ofself-worth significantly more than non-child (p <0.05); wealthy students’ sense of self-worththree dimensions scored significantly higher than the general student families (p <0.05),significantly higher than the average family a bit poor student students (p <0.05); academictop1/4or less students overall sense of self-worth, social orientation of general self-esteem,personal preferences of the general self-worth, self-esteem score and other dimensions ofgreater than1/4of the inner (p <0.05).(4) the relationships: academic pressure, self-esteem and interpersonal relationshipsbetween the various dimensions have reached a significant level (p <0.01); interpersonalrelationships and a sense of self-worth mediates between academic pressure, self-esteem canbe direct impact on the academic pressure, can also affect the academic pressure relationships.