Relationship Between Perceived School Climate And Problem Behavior On Junior High School Students ——The Mediating Role Of Sense Of School Belonging

Middle school students are in the critical period of adolescence,and their psychological development is facing important challenges.After entering the junior high school,students live in the school for a long time,the internal characteristics of the school will have a great impact on the body and mind of junior high school students.With the increase of reports on the problem behaviors of junior high school students caused by the relationship between teachers and students and classmates,schools should realize the necessity of a good school atmosphere.In order to explore the correlation between school atmosphere,school belonging and junior high school students ’problem behavior,especially the mediating role of school belonging between school atmosphere and junior high school students’ problem behavior,this study selected 543 junior high school students from Wuhan Anshan Middle School and Huagui Middle School in Hubei Province as subjects.The Chinese version of the Delaware Campus Atmosphere Scale（Student Version）,School Affiliation Scale（Chinese Version）,Strengths and Difficulties Questionnaire（Student Version）were used as the questionnaire survey tools to analyze data,the results are as follows:（1）The school atmosphere perceived by students varies in different levels of gender,grade and one-child variables.There are significant differences between boys and girls in perceived dimensions of peer relationship.Female students scored higher than male students in perceived peer relationship dimension.There were significant differences in the school atmosphere perceived by students in the grade.The scores of the first grade students in respect for diversity of perception,the relationship between classmates,the relationship between teachers and students,the clarity of expectations,the fairness of rules,and the participation in school activities were all higher than the scores of the second and third grade students.The school atmosphere perceived by students is different from that of only-child,and there is a significant difference between only-child and non-only-child in the degree of fairness of rules perceived by only-child and non-only-child in the degree of fairness of rules.There were significant differences in respect for diversity,teacher-student relationship,fairness of rules and the total score of school atmosphere among junior high school students who lived in boarding schools,their own homes and the homes of relatives and friends in thepast year.In respect for diversity,students living in their own homes in the past year scored higher than those living in boarding schools.On the dimension of teacher-student relationship,students who lived in their own homes in the past year scored higher than those who lived in boarding schools.On the fairness dimension of the rules,students who lived in their own homes in the past year scored higher than those who lived in boarding schools and those with relatives and friends.On the overall score of school atmosphere,students living in their own homes scored higher than those living in boarding schools in the past year.（2）There were differences in demographic variables of school belonging among junior high school students.Students in grade one,grade two and grade three all had significant differences in school sense of belonging.The total score of school sense of belonging of grade one students was higher than that of grade two and grade three students.There was a significant difference in the total score of junior high school students from different places of residence in the past year.The scores of students who lived in their own homes in the past year were higher than those who lived in the homes of their relatives and friends in the past year.（3）The problem behaviors of junior high school students are significantly different at different levels of gender and grade variables.There are significant differences in the dimensions of emotional symptoms and behavior problems between boys and girls.Among them,girls score higher than boys in the mood dimension,while boys score higher than girls in the problem dimension.The junior high school students of different grades have significant differences in the dimensions of conduct problems,attention deficit hyperactivity and total scores of problem behaviors.There were no significant difference in the problem behaviors of junior high school students in terms of whether they have only one child,where they lived in the past year,and who lived in their daily life.（4）There was a significant positive correlation between school belonging and students’ perception of respect for diversity,teacher-student relationship,student-student relationship,students’ participation in school activities,fairness of rules,clarity of expectations and total score of school atmosphere,and a significant negative correlation between school belonging and bullying behavior on campus.The problem behaviors of junior middle school students are negatively correlated with the students’ perceived respect for diversity,teacher-studentrelationship,schoolboy relationship,students’ participation in school activities,the fairness of rules,the definition of expectations and the total score of school atmosphere,and positively correlated with bullying behaviors on campus.（5）School belonging plays a completely mediating role between school atmosphere and problem behaviors of junior high school students.It can be seen from this that the overall situation of junior high school students’ sense of belonging is better and the problem behavior is generally better,but the overall situation of problem behavior is not stable enough.The better the school atmosphere perceived by junior high school students,the less problematic behavior will be.The stronger the sense of belonging to the junior high school students,the less problematic the students will be.The impact of school climate on problem behaviors is completely realized by the sense of belonging to the school.School sense of belonging plays a complete intermediary role between school climate and problem behaviors of junior high school students.