Research On The Relationship Between And Intervention Of Peer Relationship,Self-esteem And Life Satisfaction Of High School Students

High school is an important stage of individual development,and peers gradually replace parents as "important others" for high school students at this stage.Peer relationship is becoming more and more important in individual development,and poor peer relationship will have a negative impact on individual life and physical and mental development,resulting in low self-esteem,low interpersonal acceptance,reduced positive experience and other problems.A large number of studies have shown that peer relationship is closely related to self-esteem and life satisfaction,but few studies have discussed the mechanism among the three,and few studies focus on senior high school students.Based on this,this study attempts to investigate the characteristics and status quo of peer relationship,self-esteem and life satisfaction among senior high school students,explore the relationship between peer relationship,self-esteem and life satisfaction,test whether self-esteem plays a mediating role in the influence of peer relationship on life satisfaction,and use group counseling based on three-dimensional interpersonal theory and personal central theory to intervene the peer relationship of senior high school students.In the first study,the relationship between peer relationship,self-esteem and life satisfaction among high school students was studied by questionnaire survey,the Peer Relationship Scale,Self-Esteem Scale and Life Satisfaction Scale were used to investigate830 high school students in Fujian and Guangdong Provinces,resulting in the following findings.（1）High school students’ peer relationship,self-esteem and life satisfaction are generally above the middle level.（2）There are significant differences in high school students’ peer relationship in origin,only child or not and grade,but there are no significant differences in gender or class cadre.The score of urban students in peer acceptance is significantly higher than that of rural students;The score of non-only-child in peer acceptance is significantly higher than that of only-child,and the score of peer fear and inferiority is significantly lower than that of only-child;The score of peer acceptance of senior three students is significantly higher than that of senior one and senior two students,and the score of senior three students on companion fear and inferiority is significantly lower than that of senior one and senior two students.（3）There are significant differences in the self-esteem of senior high school students in terms of class leader and grade,but there are no significant differences in terms of gender,place of origin and whether the only child.The level of self-esteem of class cadre students is slightly higher than that of non-class cadre students;The self-esteem level of senior one students is significantly higher than that of senior two students,and that of senior three students is significantly higher than that of senior one students and senior two students.（4）There are significant differences in life satisfaction of senior high school students in terms of class leader and grade,but there are no significant differences in terms of gender,origin and whether the only child.The life satisfaction of class cadre students is significantly higher than that of non-class cadre students;The life satisfaction of senior one students is significantly higher than that of senior two students,and the life satisfaction of senior three students is significantly higher than that of senior one and senior two students.（5）Peer acceptance in the peer relationship of high school students was significantly positively correlated with self-esteem and life satisfaction;Peer fear and inferiority were significantly negatively correlated with self-esteem and life satisfaction;Self-esteem was significantly positively correlated with life satisfaction,and self-esteem had a mediating effect between peer acceptance and life satisfaction and between peer fear and inferiority and life satisfaction.In the second study,26 senior one students were selected as the research objects and adopted a mixed design of 3（pre-test,post-test,tracking test）×2（experimental group,control group）experimental method to test the intervention effect of group psychological counseling activities.The experimental group of 13 people,used group psychological counseling for two months of intervention;The control group consisted of 13 participants without any intervention.The final results are as follows: The post-test scores of the experimental group in peer acceptance,self-esteem and life satisfaction were significantly higher than the pretest scores,and the post-test scores in peer fear and inferiority were significantly lower than the pretest scores,while the control group had no significant changes in the four aspects;The tracking test scores of the experimental group on peer acceptance,self-esteem and life satisfaction were significantly higher than those of the control group,and the tracking test scores on peer fear and inferiority and self-esteem were significantly lower than those of the control group.Conclusion:（1）The peer relationship,self-esteem,and life satisfaction of senior high school students were generally good,and there are significant differences in peer relationship,self-esteem,and life satisfaction in some demographic dimensions（grade,origin,gender,whether the only child,student cadre or not）;（2）High school students’ peer relationship,self-esteem and life satisfaction are correlated,self-esteem has mediating effect between peer acceptance and life satisfaction and between peer fear and inferiority and life satisfaction;（3）Group psychological counseling based on three-dimensional interpersonal relationship theory and personal central theory has a good counselling effect on improving students’ peer relationship,enhancing self-esteem and life satisfaction,and the effect is long-term and sustainable.