An Analysis Of The Current Situation Of Interpersonal Problem-solving Ability Of Junior High School Students And Its Relationship With School Adaptation

Junior high school students are in the early stage of puberty,and their physiology,psychology and environment have undergone rapid changes.The study of their interpersonal problem-solving ability and school adaptation is of great significance to their physical and mental development.Previous studies mainly examined the impact of interpersonal problems on students’ school adaptation from the perspective of relationship(parent-child relationship,teacher-student relationship,peer relationship),few research is conducted from the perspective of cognition.Interpersonal problem-solving ability,which is a basic social ability for individual to successfully solve conflicts or problems in interpersonal situations and it plays a good role in promoting school adaptation.From the perspective of the difficulty and effectiveness of intervention,changing interpersonal relationship involves two aspects,which is relatively difficult.Practical significance can be improved by examining interpersonal problem-solving ability from a cognitive point of view.This paper included two studies: study one was conducted by creating interpersonal problem situation to objectively measure junior high school students’ interpersonal problem-solving ability,and to investigate the current situation and development characteristics of junior high school students’ interpersonal problem-solving ability.A total of 505 junior high school students participated in study two.The school adaptation questionnaire compiled by Cui(2008)and the family adaptation and affinity evaluation scale compiled by Zhang(2007)were applied to investigate the relationship between interpersonal problem-solving ability and interpersonal relationship,school adaptation as well as its mechanism.Results indicated that:(1)There were significant gender differences in the total score and suitability dimension of interpersonal problem-solving ability of junior high school students,girls’ interpersonal problem-solving ability is higher than that of boys.There was no significant gender difference in fluency dimension and originality dimension.There were significant grade differences in the total score and each dimension of interpersonal problem-solving ability.The interpersonal problem-solving ability of students in the first year of junior high school is significantly higher than that in other grades,but there was no significant difference between the students in the second year and the third grade of junior high school.There was a significant positive correlation between interpersonal problem-solving ability and family socio-economic status,and there was no significant difference between only child and non-only child in interpersonal problem-solving ability.(2)The suitability dimension of interpersonal problem-solving ability was positively correlated with school adaptation and other dimensions.After controlling for demographic variables(i.e.gender,grade,only child and non-only child),the suitability dimension of interpersonal problem solving ability significantly and positively predicted school adaptation.There was significant difference in interpersonal problem solving fluency score and adaptation between high score group and low score group.(3)Interpersonal problem-solving ability showed significant positive correlations with teacher-student relationship and peer relationship,but the correlation between interpersonal problem-solving ability and parent-child relationship was not significant.(4)Teacher-student relationship,peer relationship showed significant positive correlations with school adaptation and its each dimensions.After controlling for demographic variables(i.e.gender,grade,only child and non-only child),teacher-student relationship,peer relationship significantly and positively predicted school adaptation.(5)Teacher-student relationship and peer relationship played a complete mediated the relationship between interpersonal problem-solving ability and school adaptation.According to the above research results,junior high school is the key period for the development of interpersonal problem-solving ability.Junior high school students’ interpersonal problem-solving ability has a very important impact on their interpersonal relationship and school adaptation.Therefore,we should strengthen the intervention research on adolescents’ interpersonal problem-solving ability and develop relevant courses of interpersonal problem-solving.