The Involvement Of Parents' Education In Middle School Students And The Establishment Of Class Peer Status

In order to understand the current situation of parental involvement,psychological resilience and class peer status,this paper discusses the relationship between parental involvement and class peer status.In this study,the relationship between parental education involvement and psychological resilience and class peer status of middle school students was analyzed by using the method of horizontal and vertical combination,with a view to providing theoretical basis for the development of peer relationship of middle school students.This study consists of two parts.first,the study mainly used the parental education involvement questionnaire,the chinese version of the psychological resilience scale and the middle school students class peer status measurement 1477 middle school students were investigated to investigate the static relationship of the three from a horizontal perspective.Secondly,study 2 used the same questionnaire as study 1,and carried out a four-month follow-up survey of 425 high school freshmen from a longitudinal perspective,further found the formation track of middle school students' class peer status,and investigated whether the involvement of high school freshmen's parents' education could affect their psychological resilience and class peer status formation,and verified the conclusion of study 1 again.By describing the data and establishing an intermediary latentvariable growth model,the following main results were obtained :(1)there was a significant positive correlation between parental involvement and class peer status;(2)there was a significant positive correlation between parental involvement and psychological resilience;(3)psychological resilience and class peer status were significantly positive correlation;(4)psychological resilience played a complete intermediary role between middle school students' parental involvement and class peer status.Furthermore,in the longitudinal tracking of study 2,the results showed that :(1)the class peer status of middle school freshmen increased in the second place within 5 months of admission,and there were significant inter-individual differences in the change rate and rate of class peer status in the following three tests;(2)using the method of deviation correction percentile bootstrap sampling 5000 times to test the intermediary effect,psychological resilience played a complete intermediary role between the mother education involvement and the formation track of class peer status.The involvement of parents' education in middle school students can affect their class peer status through psychological resilience.The results of this study expand the content of ecosystem theory to a certain extent,and deepen the understanding of the role of psychological resilience.Finally,it provides some empirical support to understand the development law of peer relationship among middle school students.