A Study On The Effect Of Peer Relationship Among Junior High School Students On Problem Behavior In Physical Education Classroom

Classroom is a place where students learn all kinds of knowledge directly.Classroom teaching is an important way to achieve the significance of teaching and educating.However,various problematic behaviors often exist in the classroom,which seriously affects the teaching process.Junior high school students are in a special stage,in which the physical and mental development are unbalanced.So,they are more likely to have problem behaviors in the classroom.In junior high school,when the time for students to communicate with their peers increases,the role of peer relationships will be played in an effective way.The predecessors have mentioned before in the coping strategies of classroom problematic behaviors that good peer relationships can reduce the probability of classroom problematic behaviors.But there are few studies have focused on what constitutes a good peer relationship in terms of reducing problematic behaviors in the classroom.Therefore,this thesis studies the influence of junior high school students' peer relationships,which includes peer acceptance and friendship,on problem behaviors in physical education classrooms.And it will find out what kind of peer relationships can effectively reduce the probability of the problematic behaviors in physical education classrooms so that the quality of physical education classroom teaching can be improved.This study will use the methods of literature reviews,peer nomination,and questionnaire.It takes 735 junior high school students from seventeen classes in seven junior high schools as the respondents.Through the statistical analysis of data,it studies how the peer acceptance,which includes the degree of peer acceptance and the genre of peer acceptance,and friendship quality of junior high school students influence the behavior in physical education classrooms.According to the obtained data:(1)Peer acceptance was significantly different in gender(p < 0.05).The girls peer acceptance score was 0.209,and the boys peer acceptance score was-0.183.This designated that the degree of boys peer acceptance was below the average level of peer acceptance of junior high school students,and the degree of girls peer acceptance was higher than that of boys.The degree of peer acceptance was not significant in terms of whether the student was the only child in the family(p>0.05);and there was no significant difference in peer acceptance among grades(p>0.05).Among the genres of junior high school students' peer acceptance,the ordinary accounted for 39.5%,the popular accounted for 20.1%,the rejected accounted for 15.5%,the ignored accounted for 17.6%,and the controversial accounted for 7.3%.The ordinary had the highest proportion in the genre of peer acceptance,and on the contrary,the controversial had the least proportion.The genres peer acceptance differed significantly in gender and whether the student was the only child in his/her family(p<0.05);the genres of peer acceptance were not significantly different in grades(p>0.05).The average quality of friendship of junior high school students scored 52.00,with significant differences in gender(p<0.05).Girls' friendship quality scored 54.523,and boys' friendship quality scored 49.848.This shows that the friendship quality between girls is higher than that of boys;the quality had no significant difference in grades(p > 0.05);dimensional conflict and betrayal differed significantly in grades(p<0.05);the dimensions of conflict and betrayal in the first grade,the second and the third grades were significantly different in grades(p<0.05),and the dimensions of conflict and betrayal did not have obvious differences;and the friendship quality was not significantly different on whether the student was the only child in their family.(2)The average score of problematic behaviors in physical education classroom of junior high school students was 37.31.According to the genders,there was a significant difference in problematic behaviors in physical education classroom(p<0.05): boys scored 38.47 and girls scored 35.98,which indicates that boys had higher scores in physical classroom problematic behaviors than girls.There was no significant difference whether the student was the only child(p>0.05);physical classroom problematic behaviors were not significantly different in grades(p>0.05),but the dimensionality of resistance to study and the distractibility were significant in grades(p<0.05).The behavior of attracting attention deliberately,infringing on other students,rebelling against authority,and timidity were no significant difference in grades(p>0.05).(3)The degree of peer acceptance significantly correlated with problematic behaviors in physical education classrooms(p<0.01),the genre of peer acceptance of junior high school students did not significantly relate to problematic behaviors in physical education classrooms(p>0.05),and the friendship quality and problem behaviors significantly correlated(p <0.01).The degree of peer acceptance of junior high school students can negatively affect the problematic behaviors in physical education classrooms(?=-0.185,t=-3.792,p<0.01),and the friendship quality can negatively affect the problematic behaviors(?=-0.190,t=-4.323),p<0.01).The conclusion is:(1)The peer acceptance of junior high school students was at the upper-middle level with significant gender differences.Girls scored significantly higher than boys;the most common genre was the ordinary in the genres of peer acceptance and the least was the controversial.The genres of peer acceptance differed significantly in gender and whether the student was the only child.Girls in popular,neglected,and ordinary types were more than boys;and the one-child who was the popular,the rejected,and the ordinary types took in a higher proportion than nononly child.The friendship quality was above the average level,and it differed in gender.The quality of junior high school girls students were higher than that of boys;the friendship quality of junior high school students was not significantly different in whether the student was the only child;and the friendship quality was not significantly different among grades.(2)The occurrence of the problematic behaviors in physical education classroom was universal,but it appeared in a low degree.There were significant differences in the problematic behaviors in terms of genders,that is,boys' behaviors were more serious than that of girls;the problematic behaviors had no significant difference in whether the student was the only child;and the problematic behaviors had no significantly differences in grades.(3)The degree of peer acceptance correlated significantly with the problematic behaviors in physical education classrooms,and it can negatively affect the problematic behaviors.There was no significant correlation between the genre of peer acceptance and the problematic behaviors.The friendship quality related significantly to the problematic behaviors,which can negatively affect the problematic behaviors.So,a good peer relationship that can reduce the problematic behaviors referred to a higher degree of peer acceptance and a higher friendship quality.