The Relationship Between Classroom Psychological Environment,Peer Relationships And Pro-social Behavior Of Junior High School Students And Intervention

As young students enter junior high school,peer relationships are becoming increasingly important in a variety of student relationships,which will have an important impact on students’ formation of social behavior.On the basis of group dynamics theory,need-pressure theory and relevant literature,it is found that a harmonious class psychological environment and good peer relationship are easy to make students produce more prosocial behaviors,and vice versa.However,in the existing research,there are still some differences in the way in which the class psychological environment and peer relationship affect the pro-social behavior of teenagers.Based on this,this study will deeply explore the relationship between the three,and combine the current situation of peer relationship among middle school students,and use the focus on solving technology psychological activity class to intervene,with a view to effectively increase prosocial behavior by intervening in peer relationship.This study mainly includes two parts.In Study 1,first and second year students in a middle school in Shijiazhuang,Hebei Province were selected as subjects and a questionnaire was used to analyse the current state of the classroom psychological environment,peer relationships and pro-social behaviour and the relationship between the three.In Study 2,based on the results of Study 1,three homogeneous classes were selected for the intervention research.Among them,the subjects in the experimental group were given a peer relationship themed psychological activity class based on focus solving technology,and the subjects in the placebo group were given a learning ability themed psychological activity class based on focus solving technology.The students in the control group did not take any intervention.Through three groups of pretest and post test data,we can explore whether the intervention program in the experimental group can effectively improve the level of students’ peer relationship and promote students to show more prosocial behavior.The overall research results are as follows:(1)The scores of junior high school students’ class psychological environment,peer relationship,and prosocial behavior exceeded the theoretical average,and the overall situation was good;There are significant differences among the three variables in gender,grade,class role and age of the head teacher;There are significant differences in class psychological environment and peer relationship in terms of only child and academic achievement level;In terms of the gender of the head teacher,there are significant differences in the class psychological environment and prosocial behavior.(2)Among the three variables of class psychological environment,peer relationship and prosocial behavior,two are positively correlated,and peer relationship plays a part of intermediary role between class psychological environment and prosocial behavior.(3)The focus solution orientation peer relationship psychological activity class can effectively improve the peer relationship level of junior high school students and increase their prosocial behavior.