A Study On The Intervention Of Interpersonal Adaptation Of High School Students In Interpersonal Cognition By Activity Class With Positive Psychology Orientation

Interpersonal cognition is an important factor affecting interpersonal adaptation,but due to the complexity of interpersonal communication process,the influence of positive or negative tendencies in interpersonal cognition on interpersonal adaptation is difficult to be detected.This study takes interpersonal cognitive tendency as an independent variable to study the influence of interpersonal cognitive tendency on interpersonal adaptation,and intervenes the interpersonal adaptation of high school students through interpersonal cognitive activity course with positive psychological orientation.Objective of this study :(1)to know the basic status of high school students' interpersonal cognitive tendency and interpersonal adaptation;(2)to verify the relationship between interpersonal cognitive tendency and interpersonal adaptation;(3)to develop a set of developmental and preventive activity course on interpersonal cognitive tendency based on positive psychology;(4)to verify the intervention effect of interpersonal cognitive tendency on interpersonal adaptation of high school students by means of the activity class on interpersonal cognitive tendency with positive psychological orientation.In this study,the interpersonal cognitive bias questionnaire compiled by Fan hongzhen and the interpersonal adaptation subscale in the social adaptation scale for middle school students were used to conduct a questionnaire survey on 900 high school students in a high school in nanchang city,to understand their interpersonal cognitive tendency and the status quo of interpersonal adaptation,and to verify the relationship between the two variables.Two homogeneous classes were selected as the experimental group and the control group respectively.The positive psychology-oriented interpersonal cognitive activity class was used to conduct six-week course teaching in the experimental group and six-week course teaching in the control group that had nothing to do with interpersonal cognition.The intervention effect was investigated by combining questionnaire and interview results.The results show that :(1)the interpersonal cognition of high school students tends to be positive on the whole,but the degree of positivity is low,and the judgment standard is somewhat strict.There were significant differences in three demographic variables: gender,family economic condition and number of friends.Girls are more positive than boys and their judgment standards are more strict.High school students with average and good family economic conditions have more positive interpersonal cognitive tendency and stricter judgment criteria than those with poor family economic conditions.The more friends they have,the more positive their interpersonal cognitive tendency and the more strict their judgment criteria.(2)on the whole,the interpersonal adaptation of high school students is above the average.Most high school students can basicallyadapt to the interpersonal relationship in life and study,but there are still a small number of high school students with poor interpersonal adjustment,and more than one fifth of high school students have the tendency of interpersonal alienation to varying degrees.There are significant differences in the demographic variables of high school students' interpersonal adaptation,such as grade,class cadre,family economic condition and number of friends.In the second grade,the prosocial orientation and interpersonal adaptation scores were significantly higher than those in the third grade.Class cadres have higher prosocial tendency and interpersonal adaptation level and lower interpersonal alienation.Compared with other students,high school students with poor family conditions have higher degree of interpersonal alienation and lower interpersonal adaptation level.The higher the number of friends the high school students have,the higher their prosocial tendency and interpersonal adaptation,and the lower the degree of interpersonal alienation.(3)the d 'of interpersonal cognitive tendency and the judgment standard ? are positively correlated with the prosocial tendency and the total score of interpersonal adaptation,and negatively correlated with interpersonal alienation.That is,the more positive the interpersonal cognitive tendency of high school students is,and the more mature their thinking about interpersonal problems is,the higher their interpersonal adaptation level will be.(4)the activity class of interpersonal cognition with positive psychological orientation can effectively promote the positive tendency of high school students' interpersonal cognition;(5)interpersonal cognition activity class with positive psychological orientation can improve the interpersonal adaptation of high school students.