Relationship Between Self-concept And Social Withdrawal Orphaned Students In Grades 4-9:the Mediating Role Of Emotion Regulation And The Moderating Role Of Peer Relationships

The social development of children and adolescents has always been a key issue in the academic circles,among which,the internalized problem behaviors dominated by social withdrawal cannot be ignored.Orphans belong to a special group in a certain sense,and their mental health has attracted much attention from all walks of life.Numerous studies have shown that orphans are extremely sensitive to their own identity due to negative childhood experiences.Compared with ordinary students,orphans living and studying in orphan schools enjoy the same educational rights,but they are clearly differentiated.In social interactions,they often label themselves "I am different from others".Long-term self-perception deviation and non-objective self-evaluation make them feel tense,anxious,and stressed when facing the outside world,lacking effective social skills and being unable to get along better with their peers.Emotion regulation is the process by which individuals adjust and control their own emotions,and plays an important role in the healthy development of children and adolescents.Orphaned students in grades 4-9 are in the transition stage from childhood to adolescence,and this is a time when their mental health needs to be particularly concerned.Previous studies have pointed out that the individual’s self-concept is closely related to social withdrawal,but there is a lack of research on different types of social withdrawal and its mechanism,and there is a lack of research on orphan students’ social withdrawal.This study introduced two variables,emotion regulation and peer relationship,to examine their roles in the relationship between self-concept and different types of social withdrawal.This study used the Solitude Preference Scale,the Social Avoidance Scale,the Child Shyness Inventory,the Song-Hattie Self-Concept Scale（including academic self-concept and non-academic self-concept）,the Children and Adolescents Emotion Regulation Questionnaire（including Cognitive Reappraisal and Expression Suppression）and the Peer Relationship Scale for Children and Adolescents A survey was conducted on 328 orphan students in grades 4-9 in an orphan school in a province.After sorting and analyzing the collected data,the following conclusions were drawn:（1）There are significant differences in the academic self-concept of orphan students in grades 4-9 in terms of gender and whether they have had orphanage experience,self-concept and each dimension are significantly different in whether they are class leaders,unsociability and peer relationships are significantly different in grade groups.（2）The self-concept and emotion regulation of orphan students in grades 4-9were correlated with each variable of unsociability and social avoidance.Among them,the dimensions of self-concept（academic self-concept,non-academic self-concept）and the cognitive reappraisal dimension in emotion regulation are related to unsociability and social avoidance.（3）The cognitive reappraisal dimension in emotion regulation has a partial mediating role in the relationship between self-concept and its dimensions（academic self-concept,non-academic self-concept）and unsociability;There is a partial mediating role in the relationship between its dimensions（academic self-concept,non-academic self-concept）and social avoidance.（4）Peer relationships among orphan students in grades 4-9 moderated the relationship between self-concept and social avoidance,moderated the relationship between academic self-concept and social avoidance,and moderated the relationship between non-academic self-concept and social apathy.Specifically,the higher the level of peer relationship among orphan students in grades 4-9,the stronger the predictive effect of self-concept and academic self-concept on social avoidance,and the stronger the predictive effect of non-academic self-concept on social apathy.