Self-esteem And Social Status Of Middle School Students: Intermedi Role And Its Intervention

Subjective social status is a subjective perception and judgement of an individual’s position,it is the individual’s overall perception of his or her own status.For middle school students in the midst of a ’stormy period’,self-concept and self-evaluation are constantly changing,as are their perceptions of their social status.Based on this,this study introduces two variables,namely self-esteem and life satisfaction,in order to examine the current characteristics of secondary school students’ subjective social status,explore the relationship between self-esteem and subjective social status,the relationship between life satisfaction and subjective social status,and the mediating role of life satisfaction in self-esteem and subjective social status,and use cognitive-behavioural orientation group counselling to intervene in secondary school students’ subjective social status.The study is divided into two: Study 1 used a questionnaire to investigate the relationship between self-esteem,subjective social status and life satisfaction among secondary school students,using the Self-Esteem Scale,the Life Satisfaction Scale and the Subjective Social Status Scale to administer the questionnaire to 456 secondary school students in Anhui and Fujian Provinces,resulting in the following findings.1.secondary school students’ subjective social status was mostly at an intermediate level,with no significant differences by gender or grade,but significant differences in parental education,occupational differences and family income.2.the self-esteem and subjective social status of secondary school students showed a two-way correlation with life satisfaction,and all of them were positive.3.life satisfaction mediated the relationship between self-esteem and subjective social status.In Study 2,40 senior high school students from Dongshan No.1 Middle School in Zhangzhou City,Fujian Province were used as the subjects,and the subjects were divided into an experimental group and a control group.A cognitive-behavioural oriented group counselling activity was used to intervene with the experimental group,and no intervention was imposed on the control group.The Life Satisfaction Scale and the Subjective Social Status Scale were administered to both groups before the experimental intervention,after the intervention and two months after the end of the intervention(the measurement instruments were the same as in Study 1).The following conclusions were ultimately drawn.1.group counselling with cognitive-behavioural orientation has a good counselling effect on enhancing the life satisfaction and subjective social status of secondary school students,and the effect is somewhat long-term and sustainable.2.there were no significant changes in life satisfaction and subjective social status in the control group without the group counselling intervention.