The Related Research Of The Emotional Intelligence,the Self-Esteem And The Social Adaptation Of The Left-Behind Junior Middle School Students

With the rapid development of industrialization and urbanization, a large number of rural labors are making urban migration. Therefore, a new group has been produced-- the left-behind children. The left-behind junior middle school students is a small group that is defined by age, it is the left-behind children who are in the junior middle school, their ages are usually 12 to 16. This research mainly studies the status quo and the characteristics of the emotional intelligence, self-esteem and social adaptation of the left-behind junior middle school students, as well as the relations among them. And it also studied the differences between the left-behind junior middle school students and the normal junior middle school students. This research has used the emotional intelligence scale (EIS), self-esteem scale (SES) and social adaptation scale for middle school students.1000 students of the Dahua county has carried on the questionnaire survey. To analyze the data, the SPSS19.0 and AMOS20.0 has been used, the results show that:1. There are significant differences between the left-behind junior middle school students and the normal junior middle school students in the emotional intelligence development level. In the group of the left-behind junior middle school students, the girls’score is significantly higher than the boys’in the emotional intelligence total score, the emotional perception, and the emotional management. At the same time, on the dimensions of emotional perception and the total score, significant difference was found between the class cadre and the non-class cadre, the class cadre is significantly higher than the non-class cadre. On the dimension of the emotional use, the emotional intelligence of the left-behind junior middle school students shows the grade difference, which is embodied in 9th grade students using the highest grade, followed by the 7th grade students and then the 8th.2. The self-esteem of the left-behind junior middle school students is significantly lower than the normal junior middle school students. In the group of the left-behind junior middle school students, on whether the class cadre or not, the self-esteem shows the differences significantly.3. On the total social adaptation score and all dimensions, the left-behind junior high school students’score are lower than the normal junior middle school students, but only the total score and the interpersonal adaptation show the significant differences, the left-behind junior middle school students’score is significantly higher than the normal students. On whether student cadre or not, apart from the general points of social adaptation, student cadre’s score is significantly higher than the non-student cadre in the learning adaption, the life adaption and the interpersonal adaptation. At the same time, on the total score of social adaptation and the interpersonal adaptation dimension, shows the differences between the parents’working condition. The students whose mother go out to work has the worst social adaptability, followed by father, and then both parents go out to work.4. In the group of the left-behind junior middle school students, the emotional intelligence, self-esteem and social adaptation, the all dimensions of each two related significantly.5. In the group of the left-behind junior middle school students, the emotional intelligence in self-esteem affects society to adapt to the partial intermediary role, at the same time, the self-esteem in emotional intelligence influences also partial intermediary role in the social adaptation.