The Influence Of Family Assets And School Assets On The Problem Behaviors Of Ninth-Graders

Middle school years is the critical period to the individual development period,especially for ninth-graders facing the high school entrance examination,facing the increased burden of schoolwork and entering a higher school,coupled with the eager hope that their children will be successful,the problem behavior of these middle school students has increased significantly.These problematic behaviors will cause many undesirable effects on ninth-graders.And everyone's problem behaviors are not exactly the same,so it is of important practical significance to clarify the heterogeneity of the problem behaviors of ninth-graders and explore their subtypes.Most of the previous studies used variable-centered research methods,failing to consider the different qualities of the group,and did not distinguish the difference in the categories of problem behaviors.This study uses the method of latent profile to identify different types of problem behavior characteristics or combination patterns that may exist on different individuals.In addition,studies have shown that the types of events faced by male and female adolescents and their responses to events are different,and the types of problem behaviors exhibited by male and female students may also be different.Therefore,whether there are gender differences in the potential profile categories of problem behaviors of senior high candidates is also an issue that this research focuses on.Family and school are the most profound and far-reaching micro-systems that have the greatest impact on children and adolescents.There are many factors that affect adolescents' problem behaviors in the context of family and school.With the rise of the positive youth perspective,Benson proposed the development assets to promote the positive development of teenagers positive concept.Family asset refers to a series of experience,relationships,skills,and values that effectively promote the positive development of adolescents in the family situation,including parental support,norms and expectations.School asset refers to a series of experience,relationships,skills,and values that effectively promote adolescents in school situations,including safety,school environment,good teachers and students,and clear rules and regulations.These good environments,support and specifications can promote the development of psychological and social development and reduce problem behavior.In addition,resource preservation assumptions believe that high-quality students who have high-family assets may camreptize the asset consumption of pressure through parental support,thereby reducing problems.That is,the more family assets the ninth-graders have,the less problematic behaviors they have.Similarly,teenagers who have more school assets can feel the caring campus atmosphere,thereby increasing the school's sense of belonging and liking for the school,and are more committed to their own learning and development,and problem behaviors will be reduced.That is,the more school assets the ninth-graders have,the less problematic behaviors they have.To sum up,this study investigated the latent profile groups of problem behaviors and gender differences in ninth-graders,and examines the impact of family assets and school assets on the problem behaviors of different potential profile groups with 1020 ninth-graders,and drew the following conclusions:(1)Adopt latent profile analysis,the difference between the behavior of students in each indicator,divided into three subcategories,named is low internalization-low externalization group,high internalization-medium externalization group,high externalization-medium internalization group.Low internalization-low externalization group has the lowest scores for loneliness,depression,aggressive behavior,and disciplinary behavior,the high internalization-medium externalization group has the highest scores on loneliness and depression,the high externalization-medium internalization group has the highest scores on aggressive behavior and disciplinary behavior.(2)Compared with girls,boys were more likely to fall into the high externalizationmedium internalization group.(3)Ninth-graders with more family assets are less likely to enter the high internalization-medium externalization group;high school assets with more school assets are easier to enter the low internalization-low externalization group.