| With the rapid economic and social transformation and development of China,a large number of rural population has entered the city to work,resulting in the emergence of a special social group in China: left-behind group.In the huge left-behind group,left-behind junior high school students have attracted much attention because they are in the critical period of their life.This is mainly due to the fact that left-behind junior high school students are in adolescence,and the three views have not been completely completed,which is a conflict stage prone to self-cognitive dissonance.In addition,the parents of left-behind junior high school students go out to work,so their education and upbringing are mostly undertaken by the next generation,namely the grandparents.There is a general inter-generational gap between grandparents and grandchildren,and there is a big gap between their concepts,which makes it easy for them to have conflicts when looking at problems,which will be directly reflected in the way of inter-generational upbringing.At the same time,the environment of left-behind junior high school students is mostly family and school,so their performance in family and school deserves attention.As a kind of interpersonal relationship,school interpersonal relationship of left-behind junior high school students is in the age of rapid changes in body and mind,especially in junior high school students.However,the development of body and mind is not synchronous,and it is very easy to produce conflicts.Left-behind junior high school students are affected by the way of inter-generational upbringing in daily life,and will gradually form a stable tendency of thinking and behavior,which also plays an important role in dealing with school interpersonal relations.Therefore,this paper assumes that how does school interpersonal relationship behave under different parenting styles? Apart from the influence of estrangement parenting style on school interpersonal relationship,are there other factors that jointly affect school interpersonal relationship? This is the core issue of this research.Based on the significant others theory and the patriarchy group theory,through literature research,questionnaire survey,and the use of inter-generational family parenting style scale,teacher-student relationship scale,friendship quality scale and psychological resilience scale,the study of heze and Dezhou in Shandong Province,474left-behind junior middle school students and 320 unleft-behind junior middle school students.Principal factor analysis,descriptive statistical analysis,correlation analysis,common deviation method test and regression analysis were conducted on the data.To explore the influence of inter-generational parenting style and psychological resilience on school interpersonal relationship of left-behind junior high school students,the research finds:First,there is a big gap between left-behind junior high school students and non-left-behind junior high school students in school interpersonal relationship and psychological resilience.The specific performance is as follows: the left-behind junior high school students are mainly of trust and encouragement,emotional warmth,but the authoritarian and neglectful parenting is more common,and the drown parenting is less.Left-behind junior high school students have more conflicts with teachers than non-left-behind junior high school students,but the peer relationship of left-behind junior high school students is more intimate than non-left-behind junior high school students,with less conflicts.The mental resilience of left-behind junior high school students is generally good,but lower than that of non-left-behind junior high school students,and there are problems in emotional control and interpersonal assistance.Second,there are significant differences in the demographic variables of inter-generational parenting style,psychological resilience and school interpersonal relationship.Specific performance:（1）In terms of gender,male students mainly adopt the authoritarian parenting style,while female students mainly adopt the emotional warmth parenting style;The peer relationship of girls is better than that of boys.Boys’ mental resilience is obviously better than girls’.（2）In grade,the first day to authoritarian parenting mode,the third day to drowning parenting mode;The teacher-student relationship in the first day is obviously better than that in the second and third days.The peer relationship in the third day is the best,and the worst in the first day.（3）There was no significant difference in the parenting style of the only child;The relationship between non-only-child students is better than that between only-child students.The psychological resilience of non-only-child is better than that of only-child.Thirdly,there is a correlation between the inter-generational parenting style,psychological resilience and interpersonal relationship among left-behind junior high school students.Emotional warmth can significantly improve the level of mental resilience of left-behind junior high school students and promote the development of school interpersonal relationship.Authoritarian Type B hinders the formation of high level of psychological resilience,and is not conducive to the formation of high level school interpersonal relationship of left-behind junior high school students.High level of psychological resilience can promote the formation and development of interpersonal relationships in high-level schools of left-behind junior high school students.Fourth,psychological resilience plays a part mediating role between inter-generational parenting style and school interpersonal relationship of left-behind junior high school students.Psychological resilience has a partial mediating effect on the relationship between emotional warmth parenting style and school interpersonal relationship of left-behind junior high school students.Psychological resilience has a partial mediating effect on the relationship between authoritarian and left-behind junior middle school students.In view of the phenomenon of partial conflict between teacher-student relationship and peer relationship,this study puts forward countermeasures on how to improve the quality of school interpersonal relationship of left-behind junior high school students from the perspective of teacher-student relationship and peer relationship,so as to escort the normal socialization of left-behind junior high school students. |
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