A Correlation Study Of Senior Pupils’s Peer Relationships And Prosocial Behavior

The elementary school higher grades students belongs to the late childhood stage,this period is beginning to realize that self and other children are able to live in their own experience and identity,this stage of the children can not only experience the empathy in his familiar situations,but also in their life experience in the environment are not familiar with people and groups to empathy;During this period,children develop from the stage of one-way help to the stage of two-way fair cooperation and begin to consider the needs and interests of others.This period is the critical period of children’s prosocial behavior development.However,through a large number of literature review,it is found that most of the investigations on prosocial behavior and peer relationship are conducted after junior high school,and there are few studies on the senior stage of primary school in the critical period of development,and there are few studies on the relationship between the two.This paper will discuss the relationship between peer relationship and prosocial behavior in the senior stage of primary school in order to enrich the relevant research.This paper takes the students in grade 5 and grade 6 of primary school as the investigation objects,issues questionnaires related to peer relationship and prosocial behavior,discusses the correlation between peer relationship and prosocial behavior,analyzes the results and draws conclusions,and puts forward effective Suggestions to cultivate prosocial behavior according to the results.In this study,questionnaire survey,interview,education statistics and other research methods are used to draw the following conclusions:(1)Non-class cadre students lack the ability to accept peers,which further affects the development of their pro-social behavior;Non-class cadre students are more likely to have peer fear,which affects the development of their altruistic behavior and pleasant behavior.(2)Strengthen the training of boys’ compliance behavior in peer communication so as to promote the development of boys’ prosocial behavior;In order to promote the prosocial behavior of non-class cadre students,it is necessary to strengthen the agreeable behavior training for non-class cadre students.(3)The peer relationship of primary school students is an important factor that restricts their prosocial behavior.The following Suggestions are made for the conclusion:(1)Increase the non-class cadre children’s performance opportunities,enhance the child’s self-confidence.(2)Encourage students with peer fear to participate in social activities.(3)Enhance the peer fear of peer acceptance of primary school students.(4)Set an example to enhance the prosocial behavior of boys.(5)Strengthen the non-class cadre students prosocial behavior training.(6)Strengthen the students’ peer acceptance ability and strengthen children’ s prosocial behavior.