The Impact Of Peer Acceptance On Rural Left-Behind Children’s Prosocial Behavior

The process of socialization is conducive to the cultivation of children’s positive psychological qualities and the creation of good social customs.Rural left-behind children face various risk factors as they grow up,so the formation and development of prosocial behaviors can create the necessary conditions for rural left-behind children to better adapt to the environment and develop themselves.In addition,peers are the micro-systems that rural left-behind children have the most direct contact with,so peer acceptance also has an important impact on the development of rural left-behind children’s prosocial behavior.Therefore,the process of peer acceptance affecting the prosocial behavior of rural left-behind children is affected by the combined influence of individual core internal variables,self-esteem level and school environment variables,teacher-student relationship.Based on ecosystem theory and sociometer theory,this study explores the direct and indirect influence mechanisms of peer acceptance on prosocial behavior,and provides feasible suggestions for promoting their physical and mental health of rural left-behind children and cultivating prosocial behavior and promoting social stability and harmony.Study 1 used the situational experiments of peer acceptance to explore the differentiated prosocial decision-making task scores of rural left-behind children after being accepted and rejected by peers.The results show that there were significant differences in the prosocial behavior of rural left-behind children in two different situations: peer acceptance and rejection.The level of prosocial behavior of rural leftbehind children in the peer acceptance context is higher than that in the peer rejection setting.Study 2 used questionnaire survey with 763 rural left-behind children in grades 3to 6 in six primary schools in Shang Rao City,Jiangxi Province.SPSS25.0 and PROCESS macro program were used to the analyze deal with data and the influence relationship between peer acceptance,self-esteem,teacher-student relationship and prosocial behavior of rural left-behind children is comprehensively discussed.The main results of the study are as follows:(1)The teacher-student relationship,self-esteem,and prosocial behavior of rural left behind children are generally high and above the average level.(2)The gender differences in peer acceptance,teacher-student relationship and prosocial behavior are significant.Prosocial behavior differ significantly in grades.(3)There is a significant positive correlation between peer acceptance,self- esteem,teacher-student relationship,and prosocial behavior.(4)Peer acceptance significantly positively predicted self-esteem,teacher- student relationship and prosocial behavior;self-esteem significantly positively predicted teacher-student relationship and prosocial behavior;the teacher-student relationship significantly positively predicted prosocial behavior.(5)Self-esteem and teacher-student relationship of rural left-behind children play a chain mediating role between peer acceptance and prosocial behaviorIt is concluded that peer acceptance has a direct impact on prosocial behavior of left behind children,and an indirect impact on prosocial behavior through self-esteem and teacher-student relationship.By improving peer acceptance,establishing friendly class groups,tapping internal resources,improving students’ self-esteem and strengthening teacher-student relationships,and giving play to the exemplary role of teachers,we can promote the development of prosocial behavior of left-behind children.