An Experimental Study Of The Improvement Of Group Counseling On Junior Middle School Students Of Class Cohesion

Class cohesion is a vital index to estimate how one school class is. It plays an important part in the development of school class and growth of individual. Junior Middle School Students are in important period of physical and mental development. It doesn’t underestimate to influence to their class. By using group counseling about class cohesion of junior middle school students, this experimental study can enrich the research of class cohesion. What is more, it can help teachers to construct better school classes, and provide students get better educational environment for students’ physical and mental development and study progress.This study adopts the following procedures. Firstly, based on literature analysis and open-ended questionnaire investigation, it compiles class cohesion predictive questionnaire of junior middle school students. It compiles class cohesion questionnaire of junior middle school students through exploratory factor analysis and confirmatory factor analysis. The reliability and validity of questionnaire is confirmed. Secondly, in order to know about the current situation and characteristics of class cohesion of junior middle school students, it uses self-designed questionnaire to survey junior middle school students. Thirdly, it discusses the relationship self-efficacy, collective efficacy and class cohesion. Fourthly, it uses group psychology training of class cohesion of junior middle school students to enhance class cohesion of junior middle school students. The conclusion of this study is as follow:(1) Class cohesion questionnaire of junior middle school students has five factors, which includes teacher-student relationship, student-student relationship, values of identity, goal of identity and system of identity. The questionnaire has good reliability and validity, and has good degree of model fit. It can be a research tool to measure class cohesion of junior middle school students.(2) Class cohesion of junior middle school students is at a higher level. Class cohesion has significant difference in gender and school type. Class cohesion total score and all factors(expect goal of identity) has significant difference in residence type. Class cohesion total score and all factors(expect teacher-student relationship) has no significant difference in whether they are only one child. Class cohesion total score and all factors(expect system of identity) has significant difference in grade.(3) There is significantly positive correlation among self-efficacy, collective efficacy and class cohesion of junior middle school. Self-efficacy and collective efficacy have significant predictor of class cohesion of junior middle school.(4) Group psychology training of class cohesion of junior middle school students is a effective way to improve class cohesion of junior middle school students; as well as it has instant and lasting effect.