Research On The Impact Of Junior High School Students Faultline On The Prosocial Behavior

Prosocial behavior is characterized by cooperation and altruism,which reflects the ability of individuals to correctly view their relationship with society and adapt to social needs.Junior high school students are in a critical period for the cultivation of pro-social behavior.Under the influence of the class teaching system,the class has become the main field of social interaction of junior high school students.The individual in the class group presents diversified characteristics in gender,age,ethnic,family background,personality,and cognitive level.These characteristics have enriched the diversity of class members,but also brought to class management challenges.On the one hand,the self-choice behavior of individual junior high school students in class groups has formed many informal groups inside the entire class group.Internal members of the group are close to each other,imitating and learning each other’s behavior in social interaction.Due to the role of multiple differentiated attributes between sub-groups,strong heterogeneity is shown.The heterogeneity between sub-groups is similar to the faultage in the geology,and the class group is divided into different sub-groups.We call this type of faultage as group faultline.From the perspective of educational practice,the generation of group faultline is almost inevitable,and it is a factor that cannot be despised in class management.Although existing research has focused on the role of peer groups in students’ individual prosocial behavior from the perspective of group diversification,it has not reached a consistent research conclusion,nor has it paid attention to the impact of informal subgroups in the class on students’ individual prosocial behavior.Therefore,people should attach importance to the impact of the group faultline on the prosocial behavior of the group.How to timely and correctly guide and intervene in the differences between the informal sub-groups in the class,promote the constractive interaction of the class group members,form a benign class atmosphere,prevent the occurrence of problem behaviors,improve the prosocial behavior of junior high school students has become a problem which needs to be treated carefully.In response to the above questions,this study is based on group socialization theory and social learning theory.It adopts multilevel linear model and uses China Education Panel Survey data as research samples.The relationship between the relationship is to reveal the direct effect of the group faultline on the social behavior of junior high school students,as well as the gender,family social-economic status,and the regulatory effect of the class environment.Data analysis results show that under the class situation,social attribute faultline and information-cognitive faultline have significant positive impact on students’ prosocial behavior.And when the gender is boy,the positive effect of the group break zone on the social behavior of the individual of junior high school students is significantly enhanced.The relationship between group faultline and the social behavior of junior high school students has a positive adjustment effect.Based on the above conclusions,in order to improve the level of prosocial behavior of junior high school students,class administrators such as head teachers and course instractors should rationally treat the impact of the group faultline.In the daily management process of the class,fully consider the characteristics and differences in subgroups.Establish a group model for students,play a role in modeling,and cultivate students’ good behavior style;in educational activities,strengthen the constractive interaction of the class,create a harmonious class environment;take the initiative to promote home and school cooperation,promote communication,interven the problem behaviors of class members timely.