The Influence Of Family Functioning On Rural Left-behind Junior Middle-school Students Sense Of Alienation

The junior middle school stage is the fastest growing period of child body and mind in life, also isthe best period in each age stage of development, and the junior middle school stage is an importantcohesion in the process of students reading stage. This period of junior middle school students are in thelife colorful fantasy beautiful flower, is also easy to produce polarized, be all sorts of problems began toappear continuous phase, this phase is the foundation of people’s future development and good life. So, inthis stage, family education is very important, not just on the child’s academic performance, more to payclose attention to the child’s physical and mental growth conditions, given special care and love to children.The rural left-behind junior high school students is a special group, and more in need of a family of careand love. Therefore, a good family functioning is particularly important for rural left-behind junior middleschool students. On the basis of existing research, this study mainly from the perspective of ruralleft-behind family functioning in junior high school students, to explore the relationship between its andalienation, in order to rural left-behind junior middle school students mental health education to providemore empirical and theoretical basis.This study takes600junior high school students as research subjects. They are mainly fromLingjing town, Xu Chang xian; Daguo town, Linying county, Luohe city; Shuizhai town,Ye Xian countyPingdingshan city; Pohu town, Changge city. The scale for assessment of family functioning andadolescents alienation scale on the investigation and analysis, and explore the rural left-behind juniormiddle school students family functioning and alienation of the relationship between the conclusion of thisstudy are as follows:First, problem-solving scores of rural junior middle school’s left-behind students in familyfunction were significantly lower than non-rear students. The family function of rural junior middleschool’s left-behind students were significantly different in the grades, family income and parents’educational level, but gender differences were not significant. Second, alienation scores, social alienation, interpersonal alienation of rural junior middleschool’s left-behind students were significantly higher than non-left-behind junior middle school students.The alienation of rural junior middle school’s left-behind students were significantly different in the genderand the grades, while there were no differences in the family income and parents’ educational level.Third, there was a significant positive correlation between family function and alienation of ruraljunior middle school’s left-behind students. The role of family functioning, behavior control, the totalfunction can significantly predict the total alienation and social alienation of rural junior middle school’sleft-behind students. Communication, roles, total functions can significantly predict the interpersonalalienation of rural junior middle school’s left-behind students. Roles, affective involvement, behaviorcontrol can predict significantly environmental alienation.