Study On The Influence And Countermeasures Of Parenting Styles And Teacher Discipline Styles On Middle School Students’ Psychological Resilience And School Satisfaction

School is a place where middle school students have a preliminary understanding of the society.Low school satisfaction is an important reason for their learning and behavior problems,such as poor academic performance,dropout and Internet addiction.Therefore,the research on middle school students’ school satisfaction is particularly important.This study takes middle school students as the research object,mainly discusses the influence of parenting styles and teacher discipline styles on school satisfaction,and introduces psychological resilience as an mediating variable to deeply analyze the interaction mechanism between variables.According to the research results,this paper puts forward targeted education suggestions for parents and school teachers,so as to improve students’ school satisfaction and psychological resilience,so as to enable students to have a better development in campus life,actively face the pressure of learning,form a good interpersonal relationship,and contribute to their long-term positive development in the future.According to the results of data analysis,this study draws the following conclusions:(1)The parents of middle school students mostly adopt the enlightened and authoritative way of discipline,and the teachers of middle school mostly adopt the loose and laissez-faire way of discipline.There are significant differences in parental care responses in gender,grade,left-behind experience and family location.There are significant differences in parental requirements and norms in only child or not,grade and family location.There are significant differences in teacher care responses in only child or not,grade and family location.There are significant differences in gender,grade and family location,which can be seen as follows: girls,grade eight students,no left-behind experience and urban middle school students perceived higher response to parental care;non only child,grade eight students and urban middle school students perceived higher parental requirements and norms;Non only child,grade eight students,and urban middle school students perceived higher response to teachers’ care;Boys,grade nine students and rural middle school students perceived higher teacher requirements and norms.(2)The psychological resilience of middle school students is above the middle level,and there are significant differences in grade,left behind experience and family location.Specifically,middle school students in grade eight,those without left-behind experience and those in urban areas have higher levels of psychological resilience.(3)The school satisfaction of middle school students is above the average level,and there are significant differences in only child or not,grade,left-behind experience and family location.Specifically,the middle school students who are non only child,who in grade eight,who have no left-behind experience and whose family are located in urban areas have higher school satisfaction.(4)Parental caring response,requirement norm,psychological resilience and school satisfaction were significantly positively correlated.Teachers’ caring response was positively correlated with psychological resilience and school satisfaction.Teachers’ requirement norms are negatively correlated with psychological resilience and school satisfaction.Psychological resilience played a partial mediating role in the effects of parental caring response,parental demand norm and teacher caring response on school satisfaction.According to the above research conclusions and combined with the actual situation,the following educational recommendations are proposed: Parents should adopt more enlightened authoritative discipline;Cultivate children’s ability to solve problems independently;Joy and company,enhance communication;Teachers should know each student’s situation;Design teaching activities to improve students’ psychological resilience;Adopting enlightened and authoritative discipline;To control bad emotions in front of students;Schools should enrich students’ extracurricular life.