The Developmental Characteristics Of Psychological Suzhi Of Middle School Students And The Relationship With Family Function

Psychological suzhi is a localized concept in the context of quality education in China,and it is an important research field in the study of psychology.Psychological suzhi plays a central role in mental health,which plays an important role in maintaining and promoting students’ mental health,developing students’ potential and promoting students’ ability development,cultivating students’ good character,shaping complete personality,and improving students’ adaptability.The fundamental way to maintain students’ mental health is to cultivate their sound psychological suzhi.Over the past 30 years,the study of psychological suzhi has been paid more and more attention by researchers.However,the current research model of psychological suzhi is too single,to a certain extent,that affects the understanding of the overall psychological suzhi.Therefore,this study combines cross-sectional research and follow-up research,and integrates the variable-centered perspective and individual-centered perspective to comprehensively investigate the development characteristics of middle school students’ psychological suzhi,so as to provide scientific guidance for psychological health education and quality education practice.Family is an important place for individuals to live.Family not only provides individuals with material needs for growth,but also emotional needs for healthy development Family function is the basic supporting role that family can play to the survival and development of family members,and it is a comprehensive index of family factors.The health of family function is particularly important to the physical and mental development of individuals.Family function is an important factor affecting the mental health of adolescents and can significantly predict the psychological suzhi of adolescents.This study comprehensively investigates the influence of family function on the psychological suzhi of middle school students from the variable-centered perspective and individual-centered perspective.This study includes two sub-studies.In the first study,from a variable-centered perspective,using questionnaires to investigate the development status of psychological suzhi of 1114 middle school students and the gender differences,age differences,differences in urban and rural residence,and differences in whether or not to be student cadres,and to investigate the relationship of psychological suzhi and family function of middle school students.From three time points in a year,using longitudinal tracking to collect data and investigate the impact of demographic variables such as gender,age,urban and rural residence,and whether or not to be a student cadre and family function on the development of middle school students’ psychological suzhi.to explore the characteristics of the development of middle school students’ psychological suzhi.In the second study,from a individual-centered perspective,using the latent profile analysis(LPA)to investigate the latent class of middle school students’ psychological suzhi and the influence of family function on the latent class of middle school students’ psychological suzhi.Using the latent transition analysis(LTA)to analyze the tracking data to investigate the transition of the latent class of middle school students’ psychological suzhi and the influence of family functions on the transition of the latent class of middle school students’ psychological suzhi.The results of this study mainly came to the following conclusions:(1)Middle school students’ psychological suzhi has a tendency to falling after rise first,inverted u-shaped increased.(2)Gender does not affect the development of middle school students’ psychological suzhi,while age group,family residence and whether to serve as a student cadre all affect the development of middle school students’ psychological suzhi.12 years old group of middle school students’ psychological suzhi is significantly higher than other groups,urban middle school students’ psychological suzhi is significantly higher than rural middle school students,as a student cadre of middle school students’ psychological suzhi is significantly higher than not as a student cadre of middle school students.The influence of family residence on the development of middle school students’ psychological suzhi varies with time,and the influence of family residence on the development of middle school students’ psychological suzhi decreases with time.(3)The psychological suzhi of middle school students has obvious category characteristics to be divided into "high psychological suzhi group","intermediate group" and "low psychological suzhi group".And the category of middle school students’ psychological suzhi has obvious change rule.In terms of the transition between categories,when T1 to T2,"low psychological suzhi group" changed more to the "high psychological suzhi group" or " intermediate group",and when T2 to T3,"high psychological suzhi group" changed more to the " intermediate group".(4)Family function can not only affect the development of middle school students’ psychological suzhi,and the latent class of psychological suzhi of middle school students,and compared with the "low psychological suzhi group",middle school students with higher family function had larger proportion in the "high psychological suzhi group".Family function plays an active role in the transition of the latent class of middle school students’ psychological suzhi.Middle school students with high family functions are more likely to maintain or transite to the "high psychological suzhi group",and middle school students with low family functions are more likely to maintain or transite to the "low psychological suzhi group".