Junior High School Relationships Affect The Psychological Adaptation

School relationships is the teacher-student relationship and peer relationships. Psychological adaptation is the ability of a person doing the best to balance with the environment. It is a an important sign of mental health or not, and perceived social support is different with the previous objective social support, it comes from deep inside of the people after feeling the power of positive support from the outside world.Purpose:This study was to test check junior high teacher-student relationship, peer relationships, psychological adjustment, perceived social support demographic differences effect; school interpersonal relationships and psychological adaptation; understanding the role of perceived social support in school interpersonal influence on psychological adaptation.Method:In this paper,"junior high teacher-student relationship Scale"(4factors,32questions)and "Junior high fellowship Scale"(4factors,28questions) and "Youth Psychological Adaptation Scale"(4factors,20questions) and "Children Perceived Social Support Scale"(4factors,16questions) were used to scale for the Xi’an five junior high school with1000students in the Surveying and897copies were effective Scales。There were410boys and487girls including621the one-child and276non-child, while the number of the students came from seventh grade, eighth grade and ninth students were340,338and219, respectively. Former academic ranking were318as1/3, the middle436as1/3and143after1/3.and we applied SPSS16.0to analyse the datum.Results:(1) The teacher-student relationship is different with grade dimension; teacher-student relationship and the various subscales of scores have extremely significant differences in academic achievement;(2) Peer Relationship differences in gender dimension; their self-understanding whether there are differences in the dimensions of the one-child; Its utilitarian communication and self-awareness have differences in grades; their self-awareness and Peer Relationship have differences in achievement scores;(3) Psychological adjustment subscales of group activities to adapt its and test anxiety situational adaptation in gender differences; Score and unfamiliar situations and learning to adapt to situations have differences in whether the one-child dimension; group activities to adapt have differences in grade dimension; psychological Adapt to unfamiliar situations total score their context and learning to adapt, test anxiety adaptation scenarios, group activities to adapt to differences in academic performance;(4) Perceived social support scores on the gender dimension of the difference was not significant,but its four subscales are gender dimensions showed significant differences; total score and peer support, school support a significant difference in the grade dimension; their total score on all four subscales showed significant academic differences;(5) Teacher-student relationships and Peer Relationship were positively correlated with psychological adjustment in the level of0.001;(6) Teacher-student relationships and Peer Relationship into school relationships, Its impact on psychological adaptation is partially mediated by perceived social support.Conclusion:The scores and subscales of teacher-student relationship, peer relationships, psychological adjustment and perceived social support on the part of the demographic variables reflects individual differences; Teacher-student relationships and peer relationships have a positive predict to psychological adaptation; in the impact of teacher-student relationships and peer relationships on the psychological adaptation, and perceived social support play a partial mediating role.Finally, According to the results of the study, secondary education for some suggestions to facilitate mental health education or moral education in secondary schools smooth and efficient conduct.