| Prosocial behavior is an important aspect of the social development of middle school students,while domestic research on the impact of family socioeconomic status on the development of middle school students’ prosocial behavior is still in its infancy.Therefore,this study intends to investigate the characteristics of middle school students’ prosocial behavior,and how their family socioeconomic status affects them.This study consists of two parts.Study 1 investigates 2127 middle school students in Anhui,Fujian and Guangxi Zhuang Autonomous Region with the Family socioeconomic status Scale,Prosocial Tendency Scale and Moral Identity Scale,and studies the internal mechanism and influencing factors among moral identity,middle school students’ family socioeconomic status and prosocial behavior.On the basis of Study 1,Study 2 selected 30 middle school students who met the intervention requirements as the intervention research subjects and conducted 6 psychological health education courses with moral identity as the theme,exploring the path to improve the level of moral identity among middle school students.The main conclusions are as follows:(1)The scores of prosocial behavior and moral identity of middle school students are above the middle level.The scores of prosocial behavior of middle school students are significantly different in whether they are boarding school,whether they are only children,whether they are class cadres,where their families are located,and grade;There is a significant difference in the moral identity scores of middle school students in whether they are class cadres or in the location of their families.Class cadres score significantly higher than students who do not serve as class cadres,and students with families located in cities score significantly higher than students with families located in rural areas.(2)There is a significant positive correlation between the socioeconomic status,moral identity,and prosocial behavior of middle school students’ families.Family socioeconomic status can not only directly predict prosocial behavior,but also indirectly predict prosocial behavior through part of the intermediary role of moral identity.(3)Moral identity intervention can to some extent enhance the level of moral identity.After six weeks of intervention,there was a significant difference between the post test and pre test results in the experimental group,while there was no significant difference between the pre test and post test results in the control group.In the follow-up tests of theexperimental group and the control group two months later,it was found that after the intervention,the moral identity score of the experimental group was still significantly higher than the pre test,but there was also a significant difference from the post test,while the difference in the control group was not significant,indicating that educational intervention was effective but unstable.To sum up,the prosocial behavior of middle school students will be affected by the socioeconomic status of the family,and the socioeconomic status of the family will also affect their prosocial behavior level through the partial intermediary role of moral identity.For middle school students with low prosocial behavior level,they can also improve their individual moral identity level through intervention,thereby improving the individual prosocial behavior level. |
