The Relationship Of Interpersonal Self-supporting, Attachment Style And Family Environment Of Junior School Students And The Study Of Intervention

Self-dependent personality is a kind of excellent personality and a part of soundpersonality of Chinese. The junior school students are in the key period of developing theirpersonality, so we should give more emphasize on it in order to help them build more healthyand sound personality. Moreover, the interpersonal self-dependent personality, a part of self-dependent personality, has a great influence on these teenagers. Therefore, by using theAdolescent Self-supporting Personality Scale and other scales, this paper is focused on thecharacteristics of the interpersonal self-dependent personality of junior school students, thefactors that have influenced on it, and the methods to improve it. The results are just as follow:(1) The junior school students in different areas have different characteristics ininterpersonal self-independence. The interpersonal independence, responsibility, openof junior school students in Zhangzhou is lower than those of students in Chongqing（p<0.05）. Moreover, the interpersonal activity of Zhangzhou students is higher ofthat of students in Chongqing (p<0.001).(2) The interpersonal self-independent is different among the junior school students. Theinterpersonal activity, opening and interpersonal self-independent of the grade7students is higher than those of the grade8students (p<0.05). The interpersonal agilityof students born in just one-child family is higher than that of the students who havebrothers or sisters (p<0.05). Interpersonal independence, activity, opening and the self-independent of the students whose parents graduated from university are higher thanthose of the students whose parents graduated from middle school(F<0.05). However,the interpersonal agility of the latter kind students is higher than the former one(F<0.05).(3) The family environment and attachment styles are the factors influencing theinterpersonal self-dependent. What’s more, the attachment styles impacts theinterpersonal self-dependent as a mediator.(4) The group training on the interpersonal self-independence through the attachmentstyles has some affected on the interpersonal self-dependent of the junior schoolstudents, including interpersonal agility of experiment group has significantlyimproved (p<0.05), the number of safety attachment style has increased.