The Influence Of Moral Identity On Pro-social Behavior Of Middle School Students

Since the 1970s,pro-social behavior has been widely concerned by researchers,especially focus on the middle school stage. However, the contemporary students has act indifferent in social relations , weak in school collective consciousness, and even frequent use campus violence, which always shows the deterioration of the pro-social behavior of middle school students. Therefore, it is very important to pay attention to the promotion of pro-social behavior under the "class" perspective.Based on the theory of predecessors' research, taking into account the theoretical value and practical significance of the research, we use the questionnaire and intervention research methods to discuss the intermediate mechanism and intervention of the class environment in order to promote the provision of a new way of promote the middle school students' pro-social behavior. Around this goal, we carried out the following two studies:In this paper, we use the questionnaire research method to explore the intermediary mechanism of class environment in moral identity and pro-social behavior. A total of 550 students from 11 classes in both seven and eight grades in the middle school of Chucai were interviewed in this study and were tested using the mediation test. The results show that the mediating effect of class environment is significant between moral identity and pro-social behavior, and the mediating effect between teacher-student relationship, peer relationship and competitive dimension is different between moral identity and pro-social behavior in class environment.In the second part, on the basis of the research results, further intervention research is carried out to apply the intermediary mechanism of class environment and to verify the mechanism. Two classes were selected as the experimental group and the control group in the study subjects, and the intervention program was implemented and the effectiveness of the intervention was examined. Intervention around the intermediary variable class environment in the teacher-student relationship, peer relationship,competition three dimensions, in the form of mental health classes. The results showed that there were significant differences between the two groups before and after the intervention. The difference of after test between the experimental group and the control group was significant. It shows that the intervention of mental health curriculum is effective which shows the improvement of the relationship between teachers and students,peers and the pro-social behavior of middle school students.Finally, from the research and implementation of the intervention to reflect the lack of the study, and put forward the idea of future research, while the theoretical and practical significance of this study were discussed.