Research On The Relationships Among Migrant Children's Social Identity,core Self-evaluation And School Adaptation

Schools are one of the most influential places to shape the path of human lifelong development.As the most important social activity venue for migrant children's urban living environment,schools have potential impact on the establishment of migrant children's outlook on life and values.Social identity is the process by which an individual perceives his/her own belonging to a certain social category or group to obtain self-esteem and self-improvement.The development of social identity provides internal support for better integration of migrant children into the urban environment.The core self-evaluation is the most basic assessment of the individual's ability and value,and the promotion of core self-evaluation of migrant children is beneficial to their more positive and optimistic learning life.This research adopts the "social identity of migrant children Scale ","Core Self-evaluation Scale" and "scale of middle school students' adaptability ",analysis the development of the migrant children's social identity,core self-evaluation and school adaptation,try to explore the role of core self-evaluation in social identity and school adaptation.In order to let migrant children better adapt to the city life,and promote the healthy development of psychology.This study obtains the following conclusions:(1)There is a significant difference between core self-evaluation and school adaptation of migrant children and non-migrant children.Non-migrant children's core self-evaluation scores and school adaptation and their various dimensions are higher than migrant children's(2)The social identity of migrant children is at a medium level.Social identity has a significant difference in gender,living time,mother culture and family economic status.Female social identities are higher than boys,and social identities rise with the increase of living time.There is no significant difference in social identity between the only child,the grade,and the father's culture.(3)The core self-evaluation of migrant children is at a medium level.The core self-evaluation shows significant difference in father's culture and family economic status.There is no significant difference in core self-evaluation between gender,only child,grade,residence time and mother's culture.(4)The migrant children's school adaptability is in the middle-upper level,and the school's adaptability in the gender,the only-child,the grade and the family's economic status are significantly different.Peer relationship dimension and conventional adaptation dimension in school adaptation have significant differences in mother's culture.The schoolgirls' school adaptability is higher than that of the boys.The non-exclusively migrant children's school adaptability level is higher than that of the only-migrant children,and the school adaptation of the two grade children in junior middle school is better.There is no significant difference in the school adaptation between the residence time and the father's culture.(5)The social identity of migrant children,core self-evaluation and school adaptation showed a significant positive correlation between each other,social identity is positive predictive core self-evaluation,core self-evaluation positively predict school adaptation,social identity forward prediction school adapt.(6)The core self-evaluation plays a partial mediator role between migrant children's social identity and school adaptation.